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ReCALL, page 1 of 21. 2014 European Association for Computer Assisted Language Learning 2014
doi:10.1017/S0958344014000263
YIFENG YUAN
The University of Sydney, Australia
(email: yi.yuan@sydney.edu.au)
ROBYN EWING
The University of Sydney, Australia
(email: robyn.ewing@sydney.edu.au)
Abstract
English language learning (ELL) websites and digital resources have been recognized as an important source of linguistic and cultural knowledge for English as a foreign language (EFL) learners to
explore. The up-to-date information carried by authentic materials is invaluable for learners to
develop an understanding of the target language/culture. However, there appears to be a gap
between what the designer intends and what the user wants. This paper investigates Chinese university EFL teachers perceptions of online English language websites and resources. The study
focuses on a number of components of major language areas and skills in ELL websites, website
materials, language users preferences, and website usability. A total of 1519 English academics
from 139 universities across China completed the online survey, and 164 of them voluntarily participated in focus group interviews anonymously.
The empirical evidence of this study has highlighted that a pedagogically-oriented ELL website,
targeting audiences with a variety of language prociencies, was much liked by the Chinese EFL
teachers. A preference was observed to see more current authentic language, examination-oriented
English learning materials and tasks, and Eastern/non-Anglophone topics in the websites. In addition, it
is found that website usability is another key factor that would impact ELL website popularity. A welldesigned ELL website can effectively assist Chinese EFL learners to enhance their language competence
and achieve optimal learning outcomes. This study provides a context-specic empirical base for innovative web-based EFL learning and teaching as well as website design and materials development in
China. The proposed key features of a preferred ELL website may help better inform website designers,
content writers and evaluators in their ELL website design/evaluation.
Keywords: English language learning (ELL) websites, digital resources, language users, website
design, language pedagogy
There is no doubt that a nation-wide enthusiasm for learning English (Jiang, 2002) has
spread across China. English, as a global language, has been widely used in international
politics, trade and business, and information communication (McArthur, 2001); mastering
English could enable Chinese people to participate in global competition more effectively
(Wu, 2009). China has the largest population currently learning English, varying from
440 to 650 million (Bolton, 2003; He & Zhang, 2010). A high level of prociency in
English will enable users to score extra points in job hunting and career advancement
in an increasingly competitive job market (e.g., 51 candidates competed for one civil
service post in China in 2013), thus, a huge number of school students in China are keen
on learning native-like English and spend large amounts of time learning the language
(Shen & Yuan, 2013).
Technology, particularly the internet, is widely used in everyday life, even in underdeveloped western areas in China. Technology has become invisibly embedded in peoples
everyday practice (Bax, 2003). By the end of June 2013, Chinas population of internet
users reached 591 million, with 78.5% of them (464 million) using mobile phones to access
the internet (CNNIC, 2013). It has been long accepted that the internet, computers and
mobile devices should be applied in learning English in China (Li, 2008). The internet has
offered a unique learning channel and opportunity for English language learners to learn and
practise English (Yang & Chan, 2008). The new College English Curriculum Requirements
has proposed that Chinese university students acquire linguistic and cultural knowledge
to achieve adequate language competence with the support of advanced technology,
such as computers and the internet (Chinese College English Education and Supervisory
Committee, 2007).
English language learning (ELL) websites serve as platforms for language learners to
acquire and practise their language knowledge, particularly for non-native English speakers
(Vogel, 2001). Many ELL websites have been constructed to attract different levels of
Chinese English language learners. Most of these websites are operated by government
institutions, such as China Daily and China Central TV University, or enterprises, such as
Shanghai Hu Jia Cultural Media Ltd. Co. and Foreign Language Teaching and Research
Press. English training institutes, such as The New Oriental School, have set up their own
websites, which are used by their enrolled students for independent learning. Online
curriculum support courses and English websites are other digital resources used by Chinese
English learners and users to acquire their knowledge of English language and culture.
These resources provide language learners with up-to-date information as well as authentic
learning materials assisting Chinese English language learners to enhance their language
competence.
As Chinese EFL teachers play an indispensable role in this changing process of English
language teaching and learning, this study investigates their views on the design and use of
ELL websites from the users perspective1. This article reports on the ndings of Chinese
university teachers perceptions of online English language practice by analyzing in detail a
1
This study was included in the second phase of the Australian Research Council (ARC) Linkage
Project: Image, perceptions and resources: Enhancing Australias role in Chinas English language
education.
number of popular ELL websites as well as a variety of language materials. The key
research questions examined in this study are:
1)
2)
How do Chinese EFL teachers perceive ELL websites and digital resources in terms
of their usefulness in teaching English practice in China?
What counts for a good ELL website in the eyes of Chinese EFL practitioners?
2. Components of ELL website analysis and design
As good websites provide valuable information and insights for their users, there is an increasing
amount of literature focusing on the criteria for evaluating overall website information.
Objectivity, content, navigation, currency and authority, for example, are scrutinized carefully
(Laura, 1999; Wilkinson, Bennett & Oliver, 1997). While learning websites serve as teaching
aids or self-directed learning opportunities, they need to consider users abilities, qualities,
motivations, materials, and potential interaction among website users (Furner & Daigle, 2004).
Recent armchair research (Kettle, Yuan, Luke, Ewing & Shen, 2012) has indicated that the most
popular Chinese ELL websites have been predominantly pedagogical, providing a wide
range of learning materials, linguistic or cultural, as well as instructional scaffolding, learning
strategies, and self-directed practice for diverse English language learners.
Moreover, English language learning is not different from other language learning as the
language embodies part of a persons identity, and is used to convey ones identity to others
(Yang & Chan, 2008). Learning a language involves learning cultural knowledge, social rules,
linguistic functions, and psychological reactions apart from language knowledge itself (Davies,
2001; Liu, Liu & Hwang, 2011; Saville-Troike, 2006; Williams & Burden, 1997).
Hubbard (1988) has proposed that learner and teacher are two essential components in the
evaluation of courseware to t the development and implementation of Computer Assisted
Language Learning (CALL). As not every language teacher has the opportunity to receive
professional training in using computers, they may have limited knowledge of how to utilize
technology in their teaching practice (Hubbard, 2006). This study focuses on examining
Chinese EFL teachers views of the application of technology and web-based English
materials in ELL websites for their classroom English teaching and learning.
Major language areas, skills and learning materials are chosen as various components in
eliciting Chinese EFL teachers views of English learning websites as they help language
users develop both linguistic and communicative competence through online learning
practice. Additionally, language users preferences and website usability might directly
affect the options of ELL websites. These various components will be taken into consideration when examining language users opinions of ELL websites.
2.1. Major language areas and skills
Grammar, vocabulary, reading, writing, pronunciation, listening, speaking and culture are
major language areas attracting a diverse range of CALL technologies and approaches in
second language or foreign language learning (Levy, 2009). Major language areas are
closely connected with all language modes: reading, writing, viewing, listening and
speaking, which inuence learners communicative competence in their language development process (Liu et al., 2011). An effective integration of these language modes in ELL
websites may help learners to develop their language knowledge as well as skills of the
target language. As major language areas and skills have played key roles in the process of
achieving language competence, this study invites teachers views of how these language
and skill areas are being developed in ELL websites and other sites with appropriate digital
resources.
2.2. ELL website learning materials
Rich and diverse language learning materials can assist learners to better achieve their aims in
the teaching of the target language (Tomlinson, 2003). ELL website materials provide a variety
of teaching and learning resources, including a range of texts and audio-visual materials, for
language users to nurture their target language (Shield & Kukulska-Hulme, 2006). With high
technologies, it is much easier for language users to utilize ELL website learning materials
through multi-channel opportunities to practice their language skills as well as language areas
that help to develop their language competence (Chapelle, 2009). Hence, functionally integrating learning materials with information and communication technology (ICT) can enable
language users to interact with the website learning materials to achieve success in language
learning (Liu, 2005; Liu et al., 2011). Recent research (Kettle, et al., 2012) conducted a detailed
content analysis of various ELL websites by PageRank (a technical method to measure the
level of popularity of websites in a number of components as determined by Google Internet
search engine). Our study examines the teachers point of view of the materials provided by
ELL websites, which could offer valuable data for the design of ELL websites, particularly in
material selection and task development to better cater for users needs.
2.3. Language users preferences
Consideration of users preferences is essential when evaluating the design of a language
learning website (Karoulis, Demetriadis & Pombortsis, 2006; Shield & Kukulska-Hulme,
2006). Users are able to benet from the learning system of a website that is based on their
preferences (Pituch & Lee, 2006). Website content and the practical use of the website may
inuence the users perceptions (Hughes, Mcavinia & King, 2004; Sykes & Cohen, 2008).
Users choose to use the online content as well as the website according to their preferences (Liu
et al., 2011). Thus, the language users preference, which is a signicant factor in the evaluation
and design of an effective language learning website, is a major focus in this study.
2.4. Website usability
Website usability, which makes systems easy for users to access and learn, affects users choice
of website (Preece, 1995). Ease, user experience, and interaction design are the three key components of generic website usability (Shield & Kukulska-Hulme, 2006). A highly interactive
website is marked by ease of use of the functions. This could provide a better user experience and
ensure the popularity of the website. Language learning websites are often used as a supplementary learning tool in classroom teaching and learning, or as a method to acquire language
competence independently (Pituch & Lee, 2006). Accordingly, it is crucial to engage users
in a website of content-rich learning contexts and hypermedia-based programs with an easily
functional system that can help users to achieve better learning outcomes (Liu et al., 2011).
All these components have been considered in the research design and methods of
this study.
3. Method
3.1. Participants
A total of 1519 English language academics from 139 universities across 25 out of 31
provinces or municipalities in China, who were attending pedagogical training workshops
in Beijing, China, completed the online survey. One hundred and sixty-four of them
voluntarily participated anonymously in interviews. The workshops were organized and
supported by the China National Research Centre for Foreign Language Education of
Beijing Foreign Studies University and the Foreign Language Teaching and Research
Press2 aiming at improving English language teaching standards across China. Prior to these
workshops, there had been no training workshops designed for introducing online English
language practice. All participants were informed of the aims of this study by the researchers
and showed their interest in participating in the research, as online English learning is an
emerging trend as well as a new requirement in classroom English instruction in China
(as stipulated in College English Curriculum Requirements by Chinese College English
Education and Supervisory Committee (2007)).
Among these academics, 689 of them (45.34%) had over ten years of experience in
teaching English; 449 of them (29.54%) had taught English from six to ten years, and 381
academics (25.12%) had taught English for less than six years. Only 243 of them (16.03%)
had more than three months of overseas language learning experience. The interviewees
were divided into eighteen groups, sixteen groups of nine participants and two groups of ten
participants for focus group interviews.
3.2. Online survey
The purpose of the online survey for this study was largely to capture a broad picture of
Chinese EFL teachers perceptions of English language teaching and learning with the
integration of computers and supported by web-based English resources. Specically in this
study, it helps set the scene for a more exhaustive study of the participants views of the
emerging instructive mode and the English resources carried by these ELL websites. The
online survey was also used as a means of recruiting interviewees for this qualitative study.
The survey consisted of close-ended and Likert-type questions. Questions were developed
on the basis of the ndings of previous studies (for example, Chapelle, 2009; Kettle, et al.,
2012; Liu et al., 2011; Sykes & Cohen, 2008). It took participants approximately twenty
minutes to complete the online survey.
There were 30 Likert-type questions with 7-point scales ranging from: 1 = strongly
disagree; 2 = disagree; 3 = disagree somewhat; 4 = neutral; 5 = agree somewhat;
6 = agree; 7 = strongly agree, to collect statistical data. The use of Likert-type scales can
effectively avoid loading participants with immense work and ensure an accurate report.
A sample Likert-type question applied in the study was: Chinese ELL websites provide
sufcient materials for a variety of examinations (see Appendix 1: Online survey).
Percentages, means and standard deviations were used to analyze the questions. Results
were presented in tables as well as described in words. The Statistical Package of the
2
One of the industry partners of this ongoing ARC Linkage Project. The Press helped recruit the
participants through its network, while the authors conducted the data collection afterwards.
Social Sciences (SPSS) Version 17 was used to obtain descriptive analysis of the data
only as the research sample of this study was large and it was not appropriate to employ
inferential analysis, which was used to analyze a small number of research samples.
Inuenced by traditional Chinese Confucian culture, the participants avoided showing
their extreme preferences, for example, strongly disagree/agree (Category 1 or 7), when
they completed Likert-type statements. They were more likely to give the moderate answer
to each statement. A number of them (around a quarter) preferred to choose the neutral reply
(Category 4), indicating their uncertainties about the emerging digital English learning
resources, such as ELL websites or English news/magazine websites. In order to present a
clear and concise data report, the researchers employed positive (Category 57) or
negative (Category 13) aspects to report the results of the Likert-type statements. As
indicated earlier, this was a qualitative study that focused primarily on the interview data
and only engaged some online survey data as illustrative or supportive evidence. A separate
quantitative study will follow to analyze in great detail the online survey data gathered from
a large sample to map statistically the scope and scale of EFL teaching and learning in
Chinese universities as part of a large project.
3.3. Interviews
The interviews in this study aimed to collect data about Chinese English academics
viewpoints on ELL websites or English news websites. Their opinions on the current
supporting online resources for English textbooks used in China were also sought. Due to the
various roles these academics had played, such as language mentors and learners, they were able
to provide related data on both teaching and learning aspects. Interviews were conducted after
the workshops in order not to disturb the normal training programs. Each focus group interview
lasted 60 minutes, and interviewees replies were recorded by the researchers.
Interview questions were developed on the basis outlined in the online survey, and were
prepared in both English and Chinese. Sample interview questions utilized in this study were:
The interviews were carried out in Chinese as all participants could better understand the
interview questions and express themselves much more freely and accurately in their rst
language (L1). All the written records were in Chinese and back translated (Brislin, 1970)
by a professional translator: translating from Chinese to English, and back to Chinese to
ensure the reliability of the data. Across the eighteen group interviews there was a convergence of interviewees opinions. The collected data were compared and reported in one
voice as the overlapping data were removed in order to avoid redundancy in data reporting.
Pseudonyms in place of real names were used in data categorization and report. Participants
were given identication codes to ensure anonymity.
Prior to this research being conducted a detailed ethics application was prepared and
approval was obtained from the Human Ethics Committee of the University of Sydney,
Australia.
Number
Percentage
Classroom teaching
Independent learning
109
54%
92
46%
More than half of those who used online courses for students independent learning
(51.83%) pointed out that materials provided by online courses were not adequate (for
instance, Fan, Jane & Zhang). Most online courses were electronic versions of hardcopies of
textbooks, and there was no point in students taking extra time to repeat the same learning
content in their self-study (Jenny). Many academics (for example, Dai, Ni & Zhou) thought
that online courses should include audiovisual materials and cultural knowledge, as well as
testing materials to assist students in improving language competence in their independent
learning. Additionally, they suggested that the selected materials should cover various
countries or areas, not solely concentrating on the USA and the UK.
A large number of participants (114 interviewees) indicated that they would search for
extra online materials to support their teaching in addition to those provided by publishing
houses. The most common resources they liked to access were authentic audiovisual
materials, such as English songs or movies, Voice of America (VOA) news or the British
Broadcasting Corporation (BBC) recordings, which could provide students with up-to-date
information and language. Students could also acquire some cultural knowledge and
practise their listening ability while using these materials. Videos or pictures could help
students better understand the context of the situation and acquire language knowledge (for
example, Jane & Tom). The interviewees also indicated that they would try to acquire from
the websites some testing materials to be utilized in their teaching (for example, Wang &
Yu). Thus, online learning materials, to some extent, have provided additional information
or knowledge for English language practitioners in China. The following section provides
more detail about participant teachers opinions of the design and use of ELL or news/
magazine websites in China and overseas.
4.2. Chinese and overseas ELL or English news/magazine websites
With respect to ELL or English news/magazine websites, 1232 participants (81.13%) in the
online survey indicated that they often visited these websites. Distribution of source
countries of the ELL and/or English news/magazine websites used by the respondents are
listed in Figure 1.
It was found that China-, US- and UK-based ELL or English news/magazine websites
were frequently visited by Chinese EFL academics, with respective percentages of 38.46%,
34.25% and 22.84% among all accessible websites. Australian or Canadian websites each
took up around 2% of the user market share in China. On the other hand, thirteen interviewees (for instance, Kim, Lucy & Xiao) claimed:
We do not visit any of ELL or English news/magazine websites as we do not have time.
Current English textbooks have provided enough information for Chinese learners.
Chinese EFL teachers are much divided in terms of their preferences for Chinese ELL or
news/magazine websites. Table 2 shows the range of this differentation.
Data showed that less than one-third of the participants in the online survey thought that
Chinese ELL websites (30.02%) or Chinese English news/magazine websites (32.80%)
could meet users needs in learning English. On the other hand, more than two-fths of
academics agreed that Chinese ELL websites provided support and supplement to the
classroom teaching and learning (42.62%) as well as adequate materials for different
examinations (46.64%). Also, more than two-fths of participants (40.53%) indicated that
45%
40%
38.46%
34.25%
35%
30%
22.84%
25%
20%
15%
10%
5%
2.12%
2.04%
Australia
Canada
0.29%
0%
China
US
UK
Others
Table 2 Chinese EFL teachers preferences for Chinese ELL or new/magazine websites
Question
1 (%)
2 (%)
3 (%)
4 (%)
5 (%)
6 (%)
7 (%)
Mean
SD
Q10
Q13
Q14
Q15
Q18
Q19
5.55
2.41
2.41
4.17
3.01
4.43
12.86
10.23
7.88
11.20
10.56
13.15
25.20
17.91
15.33
23.28
21.64
22.95
26.37
26.83
27.74
28.55
28.03
27.08
19.94
24.93
26.50
20.50
21.42
19.85
7.45
13.30
14.96
9.59
11.74
9.00
2.63
4.39
5.18
2.71
3.60
3.54
3.75
4.19
4.34
3.90
4.04
3.86
1.39
1.39
1.38
1.37
1.38
1.42
Chinese news/magazine websites did not include examination materials, and only around
36% of respondents agreed that these websites supported the classroom teaching and
learning.
In the interviews, 79 participants indicated that they often visited China-based websites,
while 85 responded that they frequently visited overseas websites. The most frequent
Chinese ELL or news/magazine websites that the interviewees visited are listed in Table 3.
The interviewees gave a variety of explanations as to their options for these Chinese ELL
or news/magazine websites. Victor indicated:
We are able to acquire language learning and teaching materials as well as testing
materials from various Chinese ELL websites. These websites are helpful to language
users to acquire language knowledge as well as testing materials to pass a variety of
examinations.
10
Category
Name
Website address
ELL websites
Hu Jiang English
Big Ear English
Love Thinking
New Oriental Online
51 IELTS
English Language Learning
English Dian Jin
Ke Ke English
Put English Learning
VOA English
21st Century
www.hjenglish.com
www.ebigear.com
www.ell.com.cn
www.koolearn.com
www.51ielts.com
www.ell.com.cn
www.chinadaily.com.cn/language_
tips/index.html
www.kekenet.com
www.putclub.com
www.tingvoa.com
www.i21st.cn
China Daily
Xinhua Net
Beijing Review
usa.chinadaily.com.cn
www.xinhuanet.com/english
www.bjreview.com.cn
News/magazine websites
11
Table 4 Chinese EFL teachers preferences for overseas ELL or new/magazine websites
Question
1 (%)
2 (%)
3 (%)
4 (%)
5 (%)
6 (%)
7 (%)
Mean
SD
Q20
Q23
Q24
Q25
Q26
Q29
Q30
2.68
1.54
1.78
2.40
2.53
1.85
2.46
8.10
8.34
7.80
8.37
8.58
8.17
8.62
20.34
19.38
16.29
16.03
19.48
20.57
17.94
28.44
24.56
25.56
20.06
24.85
25.58
24.25
23.62
25.79
25.79
20.06
25.46
23.11
22.86
12.92
14.44
15.98
22.62
12.81
15.10
16.94
3.90
5.95
6.80
10.46
6.29
5.62
6.93
4.17
4.32
4.41
4.57
4.26
4.28
4.35
1.36
1.39
1.41
1.56
1.43
1.40
1.47
network systems of the websites provide a platform for users to interact with each other
or with language education experts.
Only nine interviewees indicated that they frequently visited China-based news/magazine
websites to read news, such as China Daily and Beijing Review.
As these China-based news/magazine websites do not provide testing materials, the
number of website users is certain to shrink a lot. (Sen)
Due to the high English language standard and wide-range topics, it is hard for lower
level or even intermediate level language users to understand all the information provided by these websites. (Wei)
On the other hand, Chinese EFL academics identied their perceptions of overseas ELL
or news/magazine websites in the online survey. Table 4 illustrates key statements of
related aspects.
More than two-fths of them believed that overseas ELL websites (40.44%) or news/
magazine websites (44.56%) could satisfy Chinese users needs in learning English. Also,
around 45% of the participants were sure that these websites could provide support and supplement to classroom teaching and learning. Nearly half of them (48.57%) agreed that overseas
ELL websites provided materials for exams, such as TOFEL and IELTS, and 46.73% agreed
that overseas news/magazine websites provided examination materials. However, more than
half of the participants (53.14%) indicated that overseas ELL websites seldom considered
Chinese English language users and learners language prociencies and needs.
In the interviews, those who often visited overseas websites listed the websites they
frequently accessed (see Table 5).
12
Category
Name
Website address
News/magazine websites
VOA
Cable News Network (CNN)
BBC
The New York Times
Time
The Times
U.S. News & World Report
Financial Times
British Council
www.voanews.com
edition.cnn.com
www.bbc.co.uk
www.nytimes.com
www.time.com/time/
www.thetimes.co.uk/tto/news/
www.usnews.com
www.ft.com/home/uk
www.britishcouncil.org
It is not difcult to observe that all the websites listed in Table 5 are overseas news/
magazine websites. The interviewees indicated that they did not know any overseas ELL
websites and only tried news/magazine websites.
We can acquire pure native English language and cultural knowledge from the overseas news/magazine websites. These websites update the content in a fast speed and
provide a huge amount of stuffs, for example, reading and audiovisual materials.
(Candice & Ying)
The authentic language and materials provided by overseas news/magazine websites
can nurture Chinese language users language competence and comprehensive cultural
quality. (Anson)
The webpage design of overseas websites is scattered and interactive. Only the most recent
and important stuffs are displayed on the rst page. It might not be convenient for users to
nd the information if they are not familiar with the layout of the website. (Benson)
During the interviews, participants also expressed their preferences on the countries of
origin of various websites. More than half of the interviewees indicated that they would like
to access US- or UK-based websites.
We can acquire updated information, cultural knowledge as well as related language
knowledge from the US or UK news/magazine websites, such as VOA, BBC, CNN,
New York Times. (Gao, Li & Wang)
Only four interviewees indicated that they would choose to use the websites of Englishspeaking countries other than the US and the UK, for example, Australia and Canada.
I choose to use Australia-based websites because I often visited these websites when
I studied in Australia. (Yu)
The interviewees also discussed the possibility of the application of overseas websites to
English language teaching and learning in China. Edgar indicated:
The focus of the overseas news/magazine websites goes far away from Chinese English
language teaching and learning. The websites do not provide any testing materials.
13
14
PageRank analysis: Google Internet search engine used to analyze the popularity of diverse websites (Kettle, et al., 2012).
15
As participants of this study were highly procient English language users and learners,
they also chose to use more information-focused websites, including news/magazine websites, to acquire updated news, cultural knowledge, as well as native English language
knowledge (see Tables 3 and 4). However, it might be difcult for beginners or intermediate
learners to recognize the language used in news reports and cultural introductions due to
their lower language prociencies. This group of language users comprises the vast majority
of users in China (Shen & Yuan, 2013), and they commonly do not choose to visit these
websites. It could be inferred that not everyone is interested in using sites containing general
information/news to acquire their language knowledge. Learner preferences could inuence
the choice of different websites for acquiring English language knowledge (Sykes & Cohen,
2008). This could also explain why ELL websites are more popular than information/news
websites in China, as these ELL websites strongly emphasise learner preferences (Karoulis
et al., 2006; Pituch & Lee, 2006) and are designed to be more effective in assisting learners
to achieve their learning goals.
It was observed that the presence of content relevant for examinations considerably inuences
users preferences for ELL websites (see Section 4.2). As various tests/examinations are still
used as benchmarks to assess users language levels in China, users of different language
prociency levels would like to acquire testing materials as well as related learning information,
such as texts, tasks, skills and strategies, from websites. A popular Chinese ELL website would
provide materials closely related to a range of examinations and related information, which
features more frequently in Hu Jiang English, as discussed.
Additionally, it was found that Chinese English language practitioners hope to include
more topics or materials relating to Eastern/non-Anglophone countries in order to add
diversity in the English learning materials (see Section 4.2). This nding recalls Zhong and
Shens (2002) work around designing cross-cultural websites for learning. However, most
learners preferred to use the US- or UK-based websites and neglected the websites of other
English-speaking countries (see Figure 1). This situation could arise from the fact that
traditional Chinese teaching expects learners to learn American or British English only
(Shen & Yuan, 2013). There is perhaps a need to add diversity to the English language
content of websites as English is regarded and used as a lingua franca in global communication (Canagarajah, 2006; House, 2010; Jenkins, 2006). Including varieties of English,
for example, Australian English and Canadian English, might effectively enable learners to
enhance their language competence in communication.
Meanwhile, audio-visual materials are welcomed, as one respondent (Wilson) indicated
in the interview that audio-visual materials could reduce the level of boredom when language learning and better facilitate learners to achieve optimal learning outcomes (media
reports reveal a general discontent among Chinese EFL teachers with existing language
teaching materials). Overseas websites are information-focused though users are able to
gain cultural insights through such authentic materials. Yet the unfamiliarity of text genres,
cultural nuances and sophisticated vocabulary might lead to Chinese language users misunderstanding the materials. Meanwhile, if there are no examinations and related learning
materials, users may not opt for these websites (see Section 4.2). It could be concluded that
language learning materials and language areas and skills (Hubbard, 2006; Liu et al., 2011)
provided by ELL websites are certain to inuence the popularity of the choice of websites.
It was also highlighted in the interviews (for example, Edgar, Ming & Nelson) that the use of
the Chinese language as informatives and directives in ELL websites was preferred. As Chinese
16
is their rst language (L1), Chinese English language users are then able to obtain and retrieve
information easily from the websites. Nelson, one interviewee, added that using the Chinese
language with the English translation or vice versa was also acceptable. This nding resonates
with what was reported in a recent study (Kettle, et al., 2012), that the informative and directive
language used by ELL websites, affects learners choice of websites to some degree. This is
contrary to a common perception that EFL learners prefer the use of the target language as the
language of instruction or navigation (Liu et al., 2011).
One nding of the current study afrms Preeces (1995) point that website usability has
an impact on the choice of ELL websites (see Section 4.3). It was recorded in the interviews
that Chinese users preferred the webpages of ELL websites that displayed all accessible
information (Cindy), and it was inconvenient and time-consuming to search for the information
from westernized scattered and interactive webpages (Benson). Although exhibiting all the
accessible information may make webpages appear to be dense, it is convenient and time-saving
for language users. This could be inferred as one of the reasons why overseas news/magazine
websites are not as popular among Chinese English language users.
It was suggested that interactive functions such as BBS, forums and blogs, be included in
ELL websites as they could provide opportunities for users to interact and communicate
with each other via the target language (for example, Cindy & Raymond). Data also show
that it is helpful to consider the technical logistics of website usability when designing ELL
websites to provide better services for users. Specic variables such as the speed of updating
language materials, free access and downloading of the materials, and technical connections
to websites (see Section 4.3), may also inuence the popularity of ELL websites among
Chinese English language users. All these are possible factors that may need to be taken into
consideration when designing an ELL website in order to satisfy Chinese EFL users needs.
6. Conclusion
By investigating Chinese EFL practitioners perceptions of the various components of
major language areas and skills in ELL websites, website materials, language users preferences, and website usability, this study captures systematically the key features of a
popular ELL website in China (see Figure 2).
17
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Appendix 1
Online Survey
Section I Demographic information
1. What courses do you teach?
Course name 1 ______________________
Course name 2 ______________________
2. How many years have you taught English?
A. Less than 6 years. B. 6-10 years.
C. More than 10 years.
3. Do you have over three-month overseas English learning experience?
A. Yes. Which country? a. UK. b. US. c. Canada. d. Australia. e. Others.
B. No.
4. Does the course you taught use the online teaching and learning pattern?
A. Yes.
B. No.
5. Do you often visit English language learning (ELL) websites or English news/magazine websites?
A. No. B. Yes.
- If your choice is B, please choose which country the websites belong to (you can
choose more than one answer):
a. China. b. UK. c. USA. d. Canada. e. Australia
f. Other countries. Please list: __________________________________________
20
Section II Your views on English teaching and learning (Please circle the number that
represents how you feel about the current English teaching and learning in China.)
Scale: Strongly Disagree 1 2 3 4 5 6 7 Strongly Agree
Statements
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
Scale
1
1
1
2
2
3
3
4
4
5
5
6
6
7
7
1
1
2
2
3
3
4
4
5
5
6
6
7
7
21
Continued
Statements
24
25
26
27
28
29
30
Scale
Appendix 2
Interview questions
1. Supporting online courses to the classroom teaching and learning
1)
2)
3)
4)
5)
6)
Does the teaching material you are using have a corresponding online learning course?
Is the online learning course used in the classroom teaching and learning?
Is the online learning course used in students self-study?
What are the major content areas of the online learning course?
Is the online learning course helpful to your classroom teaching and learning? Explain.
What other teaching resources and self-study materials are needed apart from those
provided by the online learning course?
7) Will you search for other online information/resources for your teaching?