Overcoming Learning Time And Space Constraints Through Technological Tool

Nafiseh Zarei, Supyan Hussin, Taufik Rashid


Today the use of technological tools has become an evolution in language learning and language acquisition. Many instructors and lecturers believe that integrating Web-based learning tools into language courses allows pupils to become active learners during learning process. This study investigate how the Learning Management Blog (LMB) overcomes the learning time and space constraints that contribute to students’ language learning and language acquisition processes. The participants were 30 ESL students at National University of Malaysia. A qualitative approach comprising an open-ended questionnaire and a semi-structured interview was used to collect data. The results of the study revealed that the students’ language learning and acquisition processes were enhanced. The students did not face any learning time and space limitations while being engaged in the learning process via the LMB. They learned and acquired knowledge using the language learning materials and forum at anytime and anywhere.

Keywords: learning time, learning space, learning management blog

Full Text:



Al-Fadda, H. Al.-Yahya, M. (2010). Using web blogs as a tool to encourage pre-class reading, post-class reflections and collaboration in higher education. US-China Education Review, 7, 7, 100-106.

Black, A. (2005). The Use of asynchronous discussion: Creating a text of talk. Contemporary Issues in Technology and Teacher Education, 5, 1, 5-24.

Bloch, J. (2004). Second language cyber rhetoric: A study of Chinese L2 writers in an online usenet group. Language Learning & Technology, 8, 3, 66-82.

Brian, A. (2006). Web 2.0. A new wave of innovation for teaching and learning? Educause Review 41,2.

Campbell, A. P. (2003). Weblogs for use with ESL classes. The Internet TESL Journal 9(2).

Downes, S. (2005). E-learning 2.0. eLearn Magazine. Trade Journals.

Duber, J. (2002). Mad blogs and English(men). TESL-EJ, 6(2).

Halic, O., Lee, D., Paulus, T. & Spence, M. (2010). To blog or not to blog: Student perceptions of blog effectiveness for learning in a college-level course. The Internet and Higher Education 13(4). 206-213.

Hanson Smith, E. (2001). Computer assisted language learning. In R. Carter, & D. Nunan (Eds.), The Cambridge guide to teaching English to speakers of other languages. Cambridge, UK: Cambridge University Press. 107-113.

Hong, K. S., Ridzuan, A. A., & Kuek, M. K. (2003). Students' attitudes toward the use of the Internet for learning: A study at a university in Malaysia. Educational Technology & Society 6, 2, 45-49.

Hourigan, T. & Murray, L. (2010). Using blogs to help language students to develop reflective learning strategies: Towards a pedagogical framework. Australasian Journal of Educational Technology, 26, 2, 209-225.

Kabilan, M. K., Ahmad, N. & Zainol Abidin , M., J. (2010). Facebook: An online environment for learning of English in institutions of higher education? The Internet and Higher Education, 13, 4.

Krashen, S. D. (1987). Principles and practice in second language acquisition. Prentice-hall International.

Luo, T. & Gao, F. (2012). Enhancing classroom learning experience by providing structures to microblog-based activities. Journal of Information Technology Education: Innovations in Practice, 11, 199-211.

Maslow, A. H. (1943). A Theory of human motivation. Psychological Review, 50, 4, 370- 396.

Mazman, S. G. & Usluel, Y. K. (2010). Modeling educational usage of facebook. Computers & Education, 55, 2.

Ozkan, Y. (2011). Blog in a teaching skills course for pre-service teachers of English as a second language. Australasian Journal of Educational Technology & Society, 27, 4, 655-670.

Pasfield-Neofitou, S. (2011). Online domains of language use: second language learners‘experiences of virtual community and foreignness. Language Learning & Technology, 15, 2.

Peters, J., Cornu, R. L & Collins, J. (2003). Towards constructivist teaching and learning (Report on research conducted in conjunction with the learning to learn project). Magill: University of South Australia.

Sujud, A. & Abd Rahim, N. (2013). Learning through blog. Australian Journal of Basic and Applied Sciences, 7, 1, 191-198.

Supyan, H., Norizan, A., R. & Dalia, S. Q. (2009). Developing blogs: New dimension in language teacher education. Paper presented Teaching and Learning of English in Asia (TLEiA Three), Orchid Garden Hotel. Brunei Darussalam.

Thorne, S. & Payne, J. (2005). Evolutionary trajectories, internet-mediated expression, and language education. Calico Journal, 22, 3, 371-397.

Vygotsky, L. S. (1978). Mind and society: The development of higher mental processes.

Waely, S. A., & Aburezeq, I. M. (2013). Using blogs to facilitate interactive and effective learning: perceptions of pre-service Arabic teachers. Journal of Language Teaching and Research, 4, 5, 975-985.

Zarei, N. & Al-Shboul, Y. (2013). Participating in a blog: Jordanian EFL learners' voices. English Linguistics Research, 2, 2, 53-59.

Zarei, N. & Supyan, H. (2014). Impact of learning management blog on students’ language learning and acquisition. GEMA Online Journal of Language Studies, 14, 3, 51-63.


  • There are currently no refbacks.

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

2010-2023 (CC-BY) Australian International Academic Centre PTY.LTD.

Advances in Language and Literary Studies

You may require to add the 'aiac.org.au' domain to your e-mail 'safe list’ If you do not receive e-mail in your 'inbox'. Otherwise, you may check your 'Spam mail' or 'junk mail' folders.