How Does Language Learning in a Traditional Classroom Compare to a Virtual Classroom?
Updated: Oct 10, 2021
Language learning and teaching is as important today as it was back in the late 1800s (1). Over the years, an explosion of different methods of teaching has occurred, especially in teaching English and many people from all walks of life have taken to learning English in order to communicate with other foreign professionals, holidaymakers, travellers or scholars. Children and adolescents have been encouraged to attend extracurricular classes in order to take official exams that may benefit them in their future careers. Since the outbreak of the Covid-19, classroom teaching online has rocketed and many language teachers have been inequipped to cope with the demand. But is online learning in a virtual classroom effective? Is attending class in a traditional classroom outmoded?
When teaching online, it is necessary that both teacher and student know how to use the appropriate technology and that there is good internet connection. A well-prepared class may fail to provide the language student with apt tuition if the relevant software programs or applications are not mastered beforehand or the internet connection is slow or unpredictable. On the other hand, the many digital tools on offer can provide both the teacher and student a variety in language learning instruction, if used wisely. An experienced teacher can pick out pertinent content to create a learning environment that is engaging, dynamic and didactic.
As the internet can offer self study, with its plethora of online instruction, interactive games and videos or exam preparation, it can provide self learners with the appropriate tools to test their knowledge, learn, revise or just have fun with their chosen language. The teacher therefore has a wide choice of homework options and if a flipped or blended learning approach* is incorporated, the following online lesson may be provided with more meaningful learning opportunities due to its student-centred tutoring. Furthermore, online learning can assist absent students who have missed out on the class content and it is also suitable for learners with impaired disabilities.
On the other hand, the teacher in the traditional classroom can encourage a more interactive, social occasion amongst learners. Children and adolescents normally attend extracurricular classes with their friends and integrate easily with others. Adolescent students and adults alike have reported missing the physical presence of others during lockdown and that learning in the classroom helps them to concentrate more. The teacher may be perceived as the focal point of attention and deter those students who are addicted to looking at social media sites or messaging during class time.
In a classroom environment, fostering a relaxed, supportive environment where language learners are encouraged to experiment in the language, the classroom teacher can unobtrusively observe and assess or help a struggling individual privately. Facial and body language can also be gauged more easily than through a screen and behavioural ‘clues’ may be interpreted better. Moreover, learners can connect and engage more fully than within their home environment, where their attention may wander. If the learner does not have an area assigned for study, their homes may not feel like their safe haven away from the world.
The Collaborative for Academic, Social, and Emotional Learning (CASEL)2 outline social and emotional skills that can be acquired. Through effective classroom instruction within a positive setting can enable cognitive, affective and behavioural competencies. Learners can develop their skills in self management, self and social awareness as well as helping them to establish positive relationships and become more responsible in decision making, which, in turn, will promote social and emotional well-being. Offering language learners the opportunity and flexibility to effectively collaborate and communicate with each other in group or pairwork can reinforce these core learning strategies.
Regardless of whether classroom instruction is virtual or in a physical classroom setting, the teacher should be equipped with the appropriate tools to present the language and motivate students to practise in a flexible, relaxed setting. Language learners should be given plenty of opportunity to experiment with others in a supportive, non-competitive environment in order to become independent, competent and responsible learners.
References
*see Basal, A. (2015) ‘The Implementation of a Flipped Classroom in Foreign Language Teaching’, Turkish Online Journal of Distance Education, Vol 16, No. 4, Art 3, for more information on the Flipped Classroom.
1-Collaborative for Academic, Social and Emotional Learning (CASEL) 2013 CASEL guide: Effective Social and Emotional Learning Programs - Preschool and Elementary School Edition, Available online at: http://casel.org/wp-content/uploads/2016/01/2013-casel-guide-1.pdf (Accessed 15 January 2021)
2-Rodinadze, S. and Zarbazoia, K. (2012) ‘The Advantages of Information Technology in Teaching English Language’, Frontiers of Language and Teaching, Vol 3, pp. 271-275.
This article is part of our new web article series 'Learn From The Pros' and was written by Julie Pearce (Spain) as a guest writer.
Julie has been teaching in the region of Barcelona for over 25 years and has a degree in Psychology and Childhood studies.
