This article is focusing on investigating language learners' behavior in virtual learning
environment. Roed (2003) launched an experiment to investigate participant students'
communicative behavior structure in foreign language learning through computers. There were 13 student participants took part in the research, who were first and second-year students learning Danish. All the data was collected by observation and analyzed by transcribed. According to the data, the author found out that there were some strengths for language students to gain via computers. For one thing, language learners won't be distracted by accent during the practice as well as there no rush time periods or distractions for students to learn on line. For another, direct and instant reaction won't be display on line that introverted students won't be discouraged to learn. However, there are still drawback exist that language teachers should pay attention to. One the one hand, computer-assisted language teaching and learning is functional to assist the language learners who are not willing to speak in public. On the other hand, it is useful to affect students' cognitive development in learning foreign language learning. Generally speaking, virtual language learning environment is beneficial to language learning in strengthen their language on line that further research would be carried out to apply this method more thoroughly to language learning and teaching.
As an English teacher, I found virtual language environment is useful to language teaching and learning. First, I would apply this method to facilitate my students to practice their oral and written English after teaching new classes to students. At this case, students would be strengthened their oral English on line, especially useful for the shy students. Second, when I adopt this method to authentic pedagogy, I would set it for the lower and intermediate English learners for specific learning. At this case, such groups of students would catch up the chance to practice on line to compensate the time they lost in class. In conclusion, this method will be applied to my authentic teaching that it greatly bridges the lag between group work English learning and individual English learning.
environment. Roed (2003) launched an experiment to investigate participant students'
communicative behavior structure in foreign language learning through computers. There were 13 student participants took part in the research, who were first and second-year students learning Danish. All the data was collected by observation and analyzed by transcribed. According to the data, the author found out that there were some strengths for language students to gain via computers. For one thing, language learners won't be distracted by accent during the practice as well as there no rush time periods or distractions for students to learn on line. For another, direct and instant reaction won't be display on line that introverted students won't be discouraged to learn. However, there are still drawback exist that language teachers should pay attention to. One the one hand, computer-assisted language teaching and learning is functional to assist the language learners who are not willing to speak in public. On the other hand, it is useful to affect students' cognitive development in learning foreign language learning. Generally speaking, virtual language learning environment is beneficial to language learning in strengthen their language on line that further research would be carried out to apply this method more thoroughly to language learning and teaching.
As an English teacher, I found virtual language environment is useful to language teaching and learning. First, I would apply this method to facilitate my students to practice their oral and written English after teaching new classes to students. At this case, students would be strengthened their oral English on line, especially useful for the shy students. Second, when I adopt this method to authentic pedagogy, I would set it for the lower and intermediate English learners for specific learning. At this case, such groups of students would catch up the chance to practice on line to compensate the time they lost in class. In conclusion, this method will be applied to my authentic teaching that it greatly bridges the lag between group work English learning and individual English learning.
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