High School English Language Learners’ Experiences and Perceptions of Independent Online Content-Based Instruction

Authors

DOI:

https://doi.org/10.20360/langandlit29720

Keywords:

content-based instruction, content-based language learning, independent online learning, digital literacy, self-regulation

Abstract

Although technology-enhanced learning has exploded, limited research has examined English language learners’ (ELLs) experiences and perceptions of independent online content-based second language learning. To fill this gap, an innovative web application was designed to improve ELLs’ grade 10 science content and English language learning. Fifty-six high school ELLs independently completed 30 online modules and then responded to a 12-item questionnaire about the web application, the module content, and their learning. An applied thematic analysis of their responses revealed several benefits and a few challenges that provide insights for the development and improvement of independent online content-based learning for high school ELLs.

Author Biographies

Dr. Kent Lee, University of Alberta

Kent K. Lee is an associate professor in the Faculty of Education, College of Social Sciences and Humanities, University of Alberta.

Dr. Marilyn Abbott, University of Alberta

Marilyn L. Abbott is a professor in the Faculty of Education, College of Social Sciences and Humanities, University of Alberta.

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Published

2025-01-14

How to Cite

Lee, K., & Abbott, M. (2025). High School English Language Learners’ Experiences and Perceptions of Independent Online Content-Based Instruction. Language and Literacy, 27(1), 46–68. https://doi.org/10.20360/langandlit29720

Issue

Vol. 27 No. 1 (2025): Regular Issue

Section

Articles

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