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Implementing E-Learning Components with Adult English Language Learners: Vital factors and lessons learned

机译：与成人英语学习者一起实施电子学习组件：重要因素和经验教训

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摘要

The growing use of both computers and the Internet in adult English language classrooms has widespread implications for English language programs. As computer access increases, so do new learning technologies in adult literacy education. Specifically, this paper is interested in the case of adult English language instruction, also commonly referred to as English as a Second Language (ESL) or English Speakers of Other Languages (ESOL), and blending e-learning components as tools for supporting English acquisition. Increasingly in adult English language classrooms, e-learning is being employed as an instructional strategy. Given the multitude of options, how do instructors and program directors of English Language Learners (ELLs) begin to choose an approach that is right for their programs and learners? Through the analysis of survey and focus group data, this study explored how programs across the United States are successfully implementing e-learning components in their adult English language classrooms.
机译：成人英语教室中计算机和Internet的日益使用对英语课程产生了广泛的影响。随着计算机访问量的增加，成人扫盲教育中的新学习技术也在增加。具体来说，本文对成人英语教学（通常也称为英语作为第二语言（ESL）或说其他语言的英语（ESOL）的英语）感兴趣，并且将电子学习组件作为支持英语习得的工具进行了混合。成人英语教室中越来越多地将电子学习作为一种教学策略。考虑到众多选择，英语学习者（ELL）的讲师和课程主任如何开始选择适合其课程和学习者的方法？通过对调查和焦点小组数据的分析，本研究探讨了美国各地的计划如何在其成年英语教室中成功实施电子学习组件。

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