Low-Achieving Students’ Perceptions of Online Language Learning: A Case of English Proficiency Threshold

  • Ai-Ling Wang
  • Yuh-Chang Lin
  • Shu-Fen Chang
Conference paper
Part of the Lecture Notes in Computer Science book series (LNCS, volume 8523)


This study aims at exploring how low-achieving EFL learners perceive and make use of the instructional web site to fulfill part of the requirements for a college degree. Participants were college students who did not pass the threshold of the required level of English proficiency set by the college.

Online Tutorial English was a one-semester course offered for the above-mentioned students; they did not come to the class for onsite instruction except for the weeks before the mid-term and final exam. Students were provided with weekly reading articles and were required to do assignments online. At the end of the semester, students were asked to fill out a questionnaire and some students volunteered for an interview.

The researchers analyzed the qualitative data, using Grounded Theory Method. Findings of the study showed that low-achieving EFL learners could not really be motivated to learn and that the primary aim for those students to learn English as a foreign language was to pass the course and get their college diploma.


English proficiency threshold online language learning lowachieving language learners remedial English course 


Unable to display preview. Download preview PDF.

Unable to display preview. Download preview PDF.


  1. 1.
    Crystal, D.: English as a Global Language, 2nd edn. Cambridge U. P., Cambridge (2003)CrossRefGoogle Scholar
  2. 2.
    Chun Shih Limited: Global HRM & TOEIC. Taipei, Taiwan (2012)Google Scholar
  3. 3.
    White, C.: Language Learning in Distance Education. Cambridge U. P., Cambridge (2003)CrossRefGoogle Scholar
  4. 4.
    Chuah, C.P.: Experience Redesign: A Conceptual Framework for Moving Teaching and Learning into a Flexible E-learning Environment. In: Tsang, P., Kwan, R., Fox, R. (eds.) Enhancing Learning Through Technology, pp. 37–50. World Scientific, Singapore (2007)Google Scholar
  5. 5.
    Bryant, A., Charmaz, K. (eds.): The Sage Handbook of Grounded Theory. Sage, U.K. (2007)Google Scholar
  6. 6.
    Dick, B.: Grounded Theory: A Thumbnail Sketch,
  7. 7.
    Wang, A.-L.: Engaging Students in Language Learning via Successful, Cross-cultural Video-conferencing. In: Hamada, M. (ed.) E-learning: New Technology, Applications and Future Trends, pp. 243–258. Nova Science Publishers, New York (2013)Google Scholar

Copyright information

© Springer International Publishing Switzerland 2014

Authors and Affiliations

  • Ai-Ling Wang
    • 1
  • Yuh-Chang Lin
    • 2
  • Shu-Fen Chang
    • 3
  1. 1.English DepartmentT amkang UniversityNew Taipei CityTaiwan
  2. 2.Center for General EducationAletheia UniversityNew Taipei CityTaiwan
  3. 3.Kang-Ning Junior College of Medical Care and ManagementTaipeiTaiwan

Personalised recommendations