[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-596063-105":3,"doc-detail-596063-en":81,"detail-sidebar-cat-0-en-105":99},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":74,"head_meta":76,"extra_data":78,"updated_unix":80},105,"en","oral-language-proficiency-in-distance-english-language-learning","Oral Language Proficiency in Distance English-Language Learning","","Online learning environments are increasingly used, and evidence supports their effectiveness, yet research focusing specifically on fully online distance English-language programs remains limited, particularly regarding development of oral proficiency. This study examines an online distance-learning program designed to help students build oral English proficiency while preparing to attend a U.S. university. Grounded in Moore’s transactional distance theory, the curriculum emphasizes interpersonal dialogue through synchronous and asynchronous interactions, measured by ACTFL OPIc pre- and posttests and supplemented with course surveys.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/oral-language-proficiency-in-distance-english-language-learning/596063/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/oral-language-proficiency-in-distance-english-language-learning/596063.png","ImageObject",300,407,{"name":42,"@type":43},"Anna Hans","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",5,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What is the main purpose of this study?","Question",{"text":63,"@type":64},"To investigate how effective an online distance-learning program is for helping students develop oral English-language proficiency before attending a U.S. university.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"What theory informed the distance-learning curriculum?",{"text":68,"@type":64},"Moore’s transactional distance theory, with interpersonal dialogue emphasized as a key tool for promoting oral proficiency.",{"name":70,"@type":61,"acceptedAnswer":71},"How were students’ oral proficiency outcomes measured?",{"text":72,"@type":64},"The study used the American Council on the Teaching of Foreign Languages (ACTFL) computer-assisted Oral Proficiency Interview (OPIc) as pretest and posttest measures, supplemented by course surveys.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},596063,1792165864,{"code":4,"msg":82,"data":83},"success",{"doc_id":79,"user_id":84,"nickname":42,"user_avatar":85,"doc_module":4,"category_id":86,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":87,"file_id":88,"file_url":89,"file_type":90,"file_size":91,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":92,"language":93,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":94,"faqs":95,"seo_title":96,"seo_description":12,"update_tm":97,"read_time":98},5909892332657,"https://ap-avatar.wpscdn.com/davatar_994ba38a5ba835b3df7d355c54d3ed8d",8,"calico journal (online) issn 2056–9017  \nArticle  \nOral Language Proficiency in Distance English-Language Learning  \nJared Marcum 1 and Yanghee Kim2  \nAbstract  \nOnline learning environments are changing the landscape of education, with evidence supporting their efficacy. However, research that focuses entirely on online distance English-language programs is sparse, especially in regards to oral proficiency. The purpose of this study is to investigate the efficacy of an online distance-learning program in helping students develop oral English-language proficiency as they prepare to attend a university in the United States.  \nThe curriculum for the distance-learning program was built upon Moore’s transactional distance theory, with an emphasis on interpersonal dialogue asa key tool in promoting oral proficiency. Students participated in synchronous and asynchronous interaction with fellow students, tutors, and their instructors. The American Council on the Teaching of Foreign Languages (ACTFL) computer-assisted Oral Proficiency Interview (OPIc) provided the pretest and posttest measures for this study. To supplement this data, course surveys provided information concerning student opinions of course activities. OPIc results showed that students made significant gains in their oral proficiency from pretest to posttest. In surveys, students rated interaction with other tutors and teachers as instrumental in assisting them with their language learning, but rated interaction with their peers as less helpful.  \nKeywords:distance English-language learning; oral proficiency;  \nonline English-language learning.  \nAffiliations  \n1Brigham Young University–Hawaii, USA.  \n[email: jared.marcum@byuh.edu](email: jared.marcum@byuh.edu)  \n[2](2Northern Illinois University)[Northern Illinois University](2Northern Illinois University), USA.  \n[email: ykim9@niu.edu](email: ykim9@niu.edu)  \ncalico journal vol 37.2 2020 148–168 [https://doi.org/10.1558/cj.37788](https://doi.org/10.1558/cj.37788)  \n©2020, equinox publishing   \nJared Marcum and Yanghee Kim 149  \nThis study seeks to inform a gap in distance English-language learning inquiry. An extensive amount of research speaks to the effectiveness of online learning in various learning contexts (Bernard et al., 2004; Means, Toyama, Murphy, Bakia, & Jones, 2009), including language learning (Blake, Wilson, Cetto, & Pardo-Ballester, 2008; Hockly, 2015; Moneypenny & Aldrich, 2016; White, 2014). Unfortunately, few studies have looked at oral English-language proficiency development in fully online course experiences (Blake, 2015; Lin & Warschauer, 2015; Vorobel & Kim, 2012; White, 2006).  \nThe courses in this study were created by an English-language program at a U.S. university to help international students improve their English-language skills before coming to campus. Language proficiency among international students is a growing concern for U.S universities (Larner, 2015). The International Institute of Education’s Open Doors report found that 1,094,792 foreign students studied in the United States during the 2017–2018 school year (International Institute of Education, 2018). This represents nearly a 100% growth of international students since the 2005–2006 school year (5.6 million). English proficiency is a major challenge for international students as they struggle to succeed at U.S. universities and it is closely related to international student success (Andrade, 2006; Bridgeman, Cho, & DiPietro, 2016; Kelly & Moogan, 2012; Zhou, JindalSnape, Topping, & Todman, 2008). If language proficiencies can be feasibly developed through distance-learning, such programs could help universities extend language support to prospective international students even before they leave their native country. This study sought to answer ifa distance-learning program can help students improve their oral proficiency—and if so, what course components might promote that proficiency. Research questions included:  \n1. Can s","cbCaihwArufiPhBN","https://ap.wps.com/l/cbCaihwArufiPhBN","pdf",256310,21,"English","# Abstract\n# Introduction and Research Questions\n# Literature Review\n## Transactional Distance Theory\n## Dialogue, Structure, and Learner Autonomy","[{\"question\":\"What is the main purpose of this study?\",\"answer\":\"To investigate how effective an online distance-learning program is for helping students develop oral English-language proficiency before attending a U.S. university.\"},{\"question\":\"What theory informed the distance-learning curriculum?\",\"answer\":\"Moore’s transactional distance theory, with interpersonal dialogue emphasized as a key tool for promoting oral proficiency.\"},{\"question\":\"How were students’ oral proficiency outcomes measured?\",\"answer\":\"The study used the American Council on the Teaching of Foreign Languages (ACTFL) computer-assisted Oral Proficiency Interview (OPIc) as pretest and posttest measures, supplemented by course surveys.\"}]","Oral Language Proficiency in Distance English-Language Learning | PDF",1792082371,53,{"code":4,"msg":82,"data":100},[101,105,109,113,117,122,127,130,135,138,142],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":102,"show_sort_weight":103,"slug":104},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":106,"show_sort_weight":107,"slug":108},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":110,"show_sort_weight":111,"slug":112},"Exam",70,"exam",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":114,"show_sort_weight":115,"slug":116},"Comic",60,"comic",{"id":118,"doc_module":4,"doc_module_name":25,"category_name":119,"show_sort_weight":120,"slug":121},6,"Technology",50,"technology",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":125,"slug":126},7,"Healthcare",40,"healthcare",{"id":86,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":128,"slug":129},30,"research-report",{"id":131,"doc_module":4,"doc_module_name":25,"category_name":132,"show_sort_weight":133,"slug":134},9,"Religion & Spirituality",20,"religion-spirituality",{"id":133,"doc_module":4,"doc_module_name":25,"category_name":136,"show_sort_weight":133,"slug":137},"World Cup","world-cup",{"id":139,"doc_module":4,"doc_module_name":25,"category_name":140,"show_sort_weight":139,"slug":141},10,"Lifestyle","lifestyle",{"id":143,"doc_module":4,"doc_module_name":25,"category_name":144,"show_sort_weight":55,"slug":145},19,"General","general"]