Do ESP Students Prefer Face-to-Face Instruction Over Digitally Embedded Instruction? Blogs vs. Reports? Debates vs. Online Discussion?

摘要

This paper is a part of the PhD study carried at the South East European University in Macedonia. So far, no relevant research has been done with the students at the SEEU regarding their expanding preferences for both in-class learning and technological resources for learning English. The author has attempted to determine how the technology can be optimally used to improve students? English language learning and increase their motivation and participation. In order to conduct this research and gather useful results, combined qualitative and quantitative methods of data collection were used, such as classroom assignments, student questionnaires and structured interviews with randomly selected students. For the purpose of conducting the research one class of ESP students with compare-contrast types of digital literacy was used. The idea was for the author to create tasks that are similar but means to learning is different. This paper will focus on students? preferences in writing in-class reports vs. online blogs and in-class discussions vs. online discussions done in the SEEU's LMS. Instructors can provide the most beneficial learning environment for their students if they understand whether students prefer a digital learning environment, either in some situations, not at all, or always. The expected conclusions of the proposed study are as follows: 1. It is difficult to prove a statement that digital learning is always as effective as in-class instruction is. 2. The digital learning depends a great deal on students? initiative and motivation.