COMPARATIVE ANALYSIS OF THE LINGUISTIC AND INTERACTIONAL FEATURES OF ENGLISH LEARNING WEBSITES

A.R. Nurzhanova; M.A. Gribenyuk

doi:10.55956/CHDY3964

Authors

DOI:

https://doi.org/10.55956/CHDY3964

Keywords:

English learning websites, linguistic features, interactional features, comparative analysis, website evaluation

Abstract

This study conducts a comparative analysis of the linguistic and interactional features of English language learning websites, evaluating their design, implementation, and effectiveness in language acquisition and skill development. The analysis shows that the effectiveness of these websites depends significantly on content accuracy, update frequency, and pedagogical approach. Through evaluating various websites, the study identifies key factors like user engagement and interactivity that contribute to their success. Findings indicate that the most effective websites are those with authentic, regularly updated materials and dynamic, interactive teaching methods. These websites support self-directed learning and meet diverse learner needs. However, many websites lack standardization and pedagogical soundness. The study highlights the necessity for comprehensive evaluations and the need for improved website design to enhance language learning experiences.

References

1. Macancela J.M. Websites as support tools for learning the English language // Journal of science and research: Revistaciencia e investigacion, 2019. Vol.4, No. 2.Р. 13-20.

2. Abramova V.S., Boulahnane S. Exploring the Potential of online English Websites in Teaching English To Non-Linguistic Major Students: BreakingNewsEnglish As Example // Register journal, 2019.Vol.12 No.1. Р. 2788-2795.

3. Shen H., Yuan Y., Ewing R. English learning websites and digital resources from the perspective of Chinese university EFL practitioners // ReCALL: The Journal of EUROCALL, 2015.Vol.27 No. Р. 156-176.

4. Kir E., Kayak S. The evaluation of websites teaching English as a foreign language (EFL) // Procedia: Social and behavioral sciences, 2013. No.106. Р. 1-12.

5. KartalE.,UzunL. The Internet, Language Learning, And International Dialogue: Constructing Online Foreign Language Learning Websites // The Turkish Online Journal of Distance Education, 2010. No.11. Р. 90-107.

6. SteimleB. M.,DuncanS. F. Formative Evaluation of a Family Life Education Web Site // Family Relations, 2004. Vol.53, No. 4. Р. 367–376.

7. Zhang P., Von Dran G. M. Satisfiers and dissatisfiers: A two-factor model for website design and evaluation // Journal of the American Society for Information Science, 2000. Vol.51, No. 14. Р. 1253–1268.

8. Dogoriti E., Pagge J. Criteria for the Evaluation of Websites for the Teaching of English as a Second Language. Web Supported English Learning in Greece //ICT for Language learning, 2012. No. 5. Р. 1–4.

9. Gottwald S. Websites for second language research // Second Language Research, 2002. Vol.18, No. 1. Р. 83–94.

10. Fotos S., Browne C. M. New Perspectives on CALL for Second Language Classrooms. – Mahwah, NJ, US: Lawrence Erlbaum Associates Publishers, 2013. – 295 p.

11. Kung S.C., Chuo T.W. Students' Perceptions of English Learning through ESL/EFL Websites // TESL-EJ (Online), 2002. Vol.6, No. 1. Р. 1–17.

12. Семенова, Д. К. Особенности использования веб-сайтов в обучении иностранному языку // Общество. Коммуникация. Образование, 2012. No. 148. Р. 1–12.

13. Jeong-Bae S. Exploring and evaluating language learning Web sites // Enhancing learning and teaching: pedagogy, technology and language, 2005. Р. 215-227.

14. Liu M., Traphagan T., Huh J., Koh Y. I., Choi G., McGregor A. Designing websites for ESL learners: A usability testing study // McGregor CALICO Journal, 2008. Vol.. 25. Р. 207-240.

COMPARATIVE ANALYSIS OF THE LINGUISTIC AND INTERACTIONAL FEATURES OF ENGLISH LEARNING WEBSITES