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This is my capstone study, topic on: Teaching Strategy: Chinese Students and Online ESL (oESL) Class. To improve my study, I have already designed two questionnaires, one for teachers who are teaching or have taught online ESL (English as second language) courses, the other for students who are taking or have taken online ESL courses. What need to be done now, is find participants and give out them questionnaires and collect data, at least 5 for teachers and 20 for students. Use SPSS to analyze all the datas and write a report about the result. Page range: 7 pages, at least 5 references, APA style. Attached file 1 is the capstone parts which I have already finished to help you understand what I am doing and what you need to include in the report. File 2 is the questionnaires. Appendix 1 Questionnaire for Teachers and Researchers Dear Instructors and Researchers: I am doing a survey to finish my Capstone Research. Since the beginning of 2020, the outbreak of COVID-19 pandemic, most schools, colleges and universities all over the world turn to virtual/online/distance classes. However, online classes are totally different from traditional classes, especially for international students who are taking English as a Second Language (ESL) courses. This research will explore both teachers’ and students' perceived satisfaction with the quality and efficiency of online ESL (OESL) courses, with the collaborative ESL students' tasks required in these, and the extent to which the teachers consider whether the online course format effectively prepares them to work with OESL students and at the same time, OESL students like and accept OESL courses. This is a questionnaire about some OESL students’ learning attitude on virtual/online OESL classes. Your voice and suggestions are very important. This survey explores teachers’ perceived satisfaction with the quality and efficiency of online courses, with the collaborative tasks required in these, and the extent to which the teachers consider whether the online course format effectively prepares them to work with OESL students. Please answer both parts of the questionnaire. Please do not fill it out again. Thank you. Part I Please circle a response for each question. If two responses apply, circle both. When you are done, return the questionnaires to me. 1. How old are you? a. 30+ b. 40+ c. Other ________ 2. How many years have you taught ESL courses? a. 5 years+ b. 10 years+ c. Other ________ 3. Have you taught or are you now/teaching virtual/online English/ESL class/es? a. Yes b. No 4. Which level have you taught or now /teaching? a. Beginner/L1-L2 b. Intermediate/L3-L4 c. Advanced/L5-L6 d. Other levels, please describe: ___________ 5. What kind/form of virtual/online class do you prefer? a. Live course b. Recorded course c. Task completion 6. What kind of material do you use? a. E-book b. Physical book c. Other materials: __________ 7. Compared with in-person classes, how efficient is virtual/online teaching? a. Students learned less than in-person classes. b. Students learned almost the same as in-person classes. c. Students learned more than in-person classes. 8. Are you satisfied with the quality of online courses? Yes. Why_________________________ No. Why _________________________ 9. What kind of effective online teaching strategies do you have to meet today’s challenges? a. Plan effective interactions b. Continuous improvement for your teaching c. Craft a learner-centered approach to online ESL teaching and learning d. Create an environment what you want students to learn in virtual class e. Other___ 10. Which way of teaching do you prefer? a. online, because ____________________________ b. in person, because _____________________________ Part II One-to-one interview questions 1. In your teaching, which teaching strategies are applicable better for the ESL skill courses online for the preparatory students in this pandemic? 2. What pedagogical strategies do you employ to teach ESL students online? 3. Do you have any suggestions for improving virtual/online ESL classes?  4. Is there educational technology that can help you to solve any OESL teaching problems you have? 5. Do you have some research to exam the effectiveness of ESL teaching in virtual classroom? Appendix 2 Questionnaire for ESL Students Dear students, I am doing a survey to finish my Capstone Research. Since the beginning of 2020, the outbreak of COVID-19 pandemic, most schools, colleges and universities all over the world turn to virtual/online/distance classes. However, online classes are totally different from traditional classes, especially for international students who are learning English as a Second Language (ESL). This research will explore students' perceived satisfaction with the quality and efficiency of online ESL (OESL) course learning, with the collaborative OESL teachers' tasks finishing learning, and the extent to which the students consider whether the online course format effectively prepares them to work with OESL students and at the same time, OESL students like and accept OESL course. This is a questionnaire will take less than 20 minutes to complete. This has two parts: Part I Please circle a response for each question. If two responses apply, circle both. When you are done, return the questionnaires to me. 11. How old are you? d. 18+ e. 30+ f. 40+ 12. Gender a. Female b. Male 13. Have you taken or are you now taking online ESL (OESL) class? a. Yes b. No 14. Which level have you taught or now /teaching? e. Beginner/L1-L2 f. Intermediate/L3-L4 g. Advanced/L5-L6 h. Other levels, please describe: ___________ 15. What kind of material do you use? d. E-book e. Physical book f. Other materials: __________ 16. Compared with in-person classes, how efficient is virtual/online learning? d. I learned less than in-person classes. e. I learned almost the same as in-person classes. f. I learned more than in-person classes. 17. How many hours per week do you learn online? a. 1-5 hours b. 5-10 hours c. 10+ hours 18. Are you satisfied with the quality of online courses? Yes. Why_________________________ No. Why _________________________ 19. What kind of effective online learning strategies do you have to meet toddy’s challenges? f. Plan effective interactions g. Continuous improvement for your teaching h. Craft a learner-centered approach to online ESL teaching and learning i. Create an environment what you want students to learn in virtual class j. Other___ 20. Can you finish the assignments online easily without teachers help? c. Yes. d. No. because _____________________________ e. other Part II One-to-one interview questions 1. Do you like the new online practice strategies of ESL teaching? Why? 2. What are the benefits of virtual/online ESL learning? 3. Did you find any challenges when taking virtual/online ELS classes and how you solve these challenges you mentioned or get any helps from teachers? 4. What do you think about the relationships with classmates and the instructors in virtual/online ESL classes? 5. Do you have any suggestions for improving virtual/online ESL classes? 2 Teaching Strategy: Chinese Students and Online ESL (oESL) Class 4 CHAPTER ONE: INTRODUCTION PURPOSE OF THE STUDY Typically, the emergence of the Covid-19 led to the disruption of both social, economic, and political systems in our society. For instance, due to the escalation of Covid-19 rates, most learners, especially international students, cannot attend to their campuses to take courses in person. Because of the prevailing condition, taking online courses such as English as a Second language (ESL), has become challenging since most students are not able return to classes to facilitate their learning process. This Capstone project aims to explore the satisfaction instructors and Chinese students derive from the quality of online ESL (oESL) being offered. The paper will also assess how collaborative tasks between international or oESL courses are conducted and the extent to which the ESL teachers consider the oESL courses as an approach that effectively prepares them to work with ESL students. STATEMENT OF THE PROBLEM How to teach oESL courses and how to make them effective has been a big problem. Not only America, but also a big problem all over the world, for example, China. As an international student from China, I have heard a lot from my relatives and teachers before, and also from online, such as blog and vlog. I found there are lots of differences in teaching and learning oESL courses. The following question will be used to guide the study. 1) Are oESL courses less effective than in-person courses? And 2) what can be done to attract oESL students to learn and improve their English skills with online courses? Typically, various reasons exist for online learning of English as a second language. Johnson et al. (2013) say that the primary reason for the suitability of the use of online platforms to learn English as a second language is that it makes learning possible irrespective of the Teaching Strategy: Chinese Students and Online ESL (oESL) Class 5 location. A person could be based in China but receiving lessons on the English language from the United States. This reality is beneficial to learners in many ways. One of the ways is that it makes it possible for learners to avoid costs associated with traveling to attend classes. With this approach, an individual would only seek a mobile device and an internet network. This will work in the interest of the learners. SUMMARY Based on the findings of existing research, this study aims to show how strategies for evaluating online teaching and learning differ from those used in traditional classrooms and takes students who are ESL students from China and teachers from Troy University as participants in order to know their attitudes, towards learning oESL classes. Through student surveys to virtual classroom observations, all data will be collected by doing questionnaire and one-on-one interview. This research helps will ESL students and instructors to rethink the strategies of learning and teaching processes for oESL courses. Teaching Strategy: Chinese Students and Online ESL (oESL) Class 6 CHAPTER TWO: LITERATURE REVIEW FOUNDATION OF ONLINE TEACHING OF ENGLISH AS A SECOND LANGUAGE Johnson et al. (2013), in a report titled NMC Horizon Report: 2013, make a clear case for the use of technology-assisted or assisted learning in the leaning of foreign languages. The report suggests that the expansion of mobile technologies has made them useful not only for communication and entertainment but also for learning. The report says that the levels of technologies used in the development of modern computing and mobile devices make them suitable for a wide range of functions. The report indicates that in a recent study, it was found that more than half of the global population has access to some form of mobile or computing devices. The presence of these computing devices, in addition to computer literacy, has enhanced the use of these devices beyond communication. The report says that today, children in the most remote parts of the world have access to computing devices, and this exposure, coupled with the introduction of computer lessons in early education, has played a key role in making it possible for as many people as possible to enhance their use in learning English as a second language. While it is evident that the increased use of mobile technologies has played an important role in making them suitable for learning, Johnson et al. (2013) indicate that the advancement of these technologies to incorporate a wide range of functionalities has been a critical contributor to the use of these technologies in learning. For example, the paper finds that the enhanced video and audio capabilities of the technologies might have been intended to perform functions that are more than communication. Johnson et al. (2013) are of the opinion that the use of online or technology-mediated learning is not an entirely new phenomenon. However, the practice has been made very popular Teaching Strategy: Chinese Students and Online ESL (oESL) Class 7 with the development of advanced technologies. In recent times, technology companies have been developing a wide range of mobile technologies that possess features and functionalities that enable distance learning. It is said that “In addition to the traditional purpose for oral communication via mobile phones, the current multifunctional mobile technology enables users to access to the Internet ubiquitously for locating and searching information, emailing, reading e- books, and even shopping” (Johnson et al., 2013). Thus, the use of mobile technologies and other computing devices to enhance online learning has been made possible by the development of advanced technologies by technology companies. In ‘Mobile learning to support teaching English as a second language,' Tayebinik and Puteh (2012) have provided a robust description of the role and importance of technology in teaching English as a second language. For a long time, individuals had to physically attend English lessons for them to enhance their knowledge of the English language. However, that is no longer the case. Tayebinik and Puteh (2012) indicate that today English teachers can offer lessons to learners from any part of the world effectively. The advancement of technology, especially the technology that allows for visual communication across the world, has enhanced the online teaching of English as a second language. Since the emergence of these new technologies, it is never compulsory for individuals to travel these long distances to go and learn the English language. Specifically, the authors vouch for mobile technologies as being critical elements in this quest to enhance the teaching of the English language. Mobile devices such as smartphones, laptops, and tablets have made sure that individuals can learn the English language from any location as long as there is strong and stable internet connectivity. According to Tayebinik and Puteh (2012), the use of mobile technologies to teach English as a second language has made learning not only easy and attractive but also enjoyable. Teaching Strategy: Chinese Students and Online ESL (oESL) Class 8 Mobile technologies have a wide range of features that make them attractive and enjoyable to use. The impact of this reality is that it that learners are likely to enjoy learning the language for a longer duration using technology than when there is a physical attendance to the classes. Sa’alek and Odeh (2014) support the idea that the use of digital devices plays an important role in enhancing the outcomes of learning. The authors make it clear that “accessibility, interactivity, immediacy, permanency, situating of instructional activities” are some of the benefits that are derived from the use of mobile devices that support online learning. The online platforms have features that may assist in offering quality learning of English as a second language. According to Sa’alek and Odeh (2014), online learning not only helps in providing a platform through which tutors can offer lessons to their students, but the online platforms also have some qualities that assist and enhance the quality of learning. The authors indicate that “In language learning, the features of mobile technologies such as Texting, voice and video recording, access to the Internet and cameras, enable the learners to enhance their communicative skills and access to authentic materials” (Sa’alek & Odeh, 2014). From the illustration above, it is evident that the use of online platforms to learn English as a second language presents a wide range of features and characteristics that play an important role in enhancing the understanding of the learners of the subject matter. Learning English as a second language is quite a challenge for many people. There is a lot of memorization that needs to be done, and this means there is a need to use tools and approaches that will enable the learners to memorize the contents of the lessons. In Mobile assisted language learning: a review of the recent applications of emerging mobile technologies, Yang (2013) indicates that the use of mobile technologies presents people with an opportunity to learn using technologies with which they are familiar, enhances the Teaching Strategy: Chinese Students and Online ESL (oESL) Class 9 quality of interaction between the tutors and the learners. In many instances, the author says, it is intimidating to learn a new language from totally strange people. However, when an individual learns a foreign language with the aid of a device with which they are familiar, leaning becomes very effective. REASONS FOR ONLINE LEARNING OF ENGLISH AS A SECOND LANGUAGE Johnson et al. (2013) say that the primary reason for the suitability of the use of online platforms to learn English as the second language is that it makes learning possible irrespective of the location. A person could be based in China but receiving lessons on the English language from the United States. This reality is beneficial to learners in many ways. One of the ways is that it makes it possible for learners to avoid costs associated with traveling to attend classes. With this approach, an individual would only seek a mobile device and an internet network. This will work in the interest of the learners. ONLINE APPROACHES USED IN LEARNING THE ENGLISH LANGUAGE Short Message Service (SMS) There are several approaches that have been used and that are capable of being used to enhance the learning of the English language online. Of all the approaches, one that appears to be outstanding is the use of Short Message Service (SMS). The use of Short Message Service in learning has been found to be particularly suitable for learning new vocabulary. In a study, Zhang et al. (2011) found that “a group studying vocabulary via mobile phone SMS text messages retrieved more vocabulary in the posttests than the other group learning through paper material.” When tutors pass vocabulary notes to learners using short message services, it is highly likely that the impact may be better than when the vocabulary is passed on pieces of Teaching Strategy: Chinese Students and Online ESL (oESL) Class 10 paper. To this extent, it is evident that the use of short messages is likely to have beneficial contributions to the online learning of English as a second language. Microblogging (Mobile blogging) Microblogging is another aspect of the use of mobile technologies that have had significant contributions to online learning of the English language. A microblog can be defined as “a weblog that is restricted to 140 characters per post but is enhanced with social networking facilities” (Ebner et al., 2010). One of the primary qualities of microblogs is that they revolve around issues of interest to society, and they may be attractive to groups from a wide range of backgrounds. Ebner et al. (2010) say that since microblogs may involve articles being written by individuals from wide cultural backgrounds, it is possible to foster intercultural learning, and that will play an import role in allowing individuals to easily learn from other cultural groups. The bottom line in this approach is that microblogs enhance the online learning of foreign languages by facilitating cultural interactions and exchange. For example, when a Chinese wants to learn the English language, the microblog will present the individual with an opportunity to get a deeper understanding of the English and American culture. The learning of the foreign language will be made easier when an individual has developed interests in the culture. Ambient Intelligence and Augmented Reality The term ambient intelligence refers to “the presence of a digital environment that is sensitive, adaptive, and responsive to the presence of people” (Specht et al., 2011). The ability of technology to be developed and aligned to the unique needs and circumstances of the users makes them be very effective in assisting individuals in learning a new language. For effective learning to take place, there is a need to make sure that that is a suitable environment. Specht et al. (2011) indicate that digital technologies may be made in such a manner that they create an Teaching Strategy: Chinese Students and Online ESL (oESL) Class 11 environment that is suitable to the needs of the users. Today, as individuals interact with technologies, it is possible for the technologies to learn the users and adapt to their unique circumstances. Thus, technology is capable of integrating learning with the prevailing environmental circumstances. Specht et al. (2011) find that more quality learning is able to take place when the learning environment is tailored to meet the unique needs of each learner. On the other side, Specht et al. (2011) indicate that “Augmented reality (AR) is highly integrated mobile learning environment to improve learning outcome and experience by immersion." The meaning of this is that with the aid of technologies, it is possible to create an environment that creates a deep relationship between the learner and the subject of learning. When used in learning a new language, the use of augmented reality will make sure that there is a strong relationship between the learners and the new language. In the long run, the authors demonstrate that online learning of a foreign language is not only fast, but it also creates an environment that enables fast learning of the language. CHALLENGE OR WEAKNESSES OF USING ONLINE PLATFORMS TO LEARN ENGLISH AS A SECOND LANGUAGE While the section above describes the multiple benefits that may be derived from technology-aided learning of the foreign language, there are notable disadvantages, weaknesses, and challenges that must be highlighted. In ‘Factors affecting faculty use of learning technologies: Implications for models of technology adoption,' Buchanan et al. (2013) have highlighted some of the challenges that are experienced in the use of online learning technologies. One of the challenges that appear prominently is internet connectivity. As an online student of the English language, you can get to class any place of your choosing as long as there is strong and reliable internet connectivity; however, this is in many times difficult to achieve. Besides, it is possible that either the tutor or the learner may experience weak internet Teaching Strategy: Chinese Students and Online ESL (oESL) Class 12 connectivity. It is notable that for there to be effective learning of the language using the online platforms, all the parties involved must be in possession of strong internet connectivity. Low transfer speed and powerless web can influence how rapidly you can interface and actively take part in a class (Buchanan et al., 2013). It many cases, especially in the developed world, there are free internet hotspots that individuals van tether to their gadgets. The problem, however, is that the coverage may often be too weak to help in the attendance of a class. In the event that one needs to quickly deal with something online, it will be incumbent upon them to make sure that the internet coverage is strong and stable. While appreciating the challenges associated with internet and network coverage that may affect the quality of online learning, Buchanan et al. (2013) suggest a number of mechanisms that individuals may use to avoid issues associated with poor internet coverage and enhance the quality of learning. One of the mechanisms that the authors suggest is on the selection of an internet service provider. According to the authors, there are internet service providers whose services are weak and may not respond to the present demands. The authors discourage individuals from relying on free and public internet services since most of them are weak, unreliable, and may pose serious security challenges. In that regard, it is necessary for learners to make sure that they seek services from internet providers. Another challenge that is associated with online learning is that it affects the ability to have personal contact between learners and their tutors, and this has negative effects on learning outcomes and satisfaction among the learners. One of the factors that contribute to the satisfaction among learners is the presence of personal contact between the learner and the teacher. In many cases where online platforms are used to teach a foreign language to a group of students, it is usually very difficult for the teacher to understand and respond to the unique needs Teaching Strategy: Chinese Students and Online ESL (oESL) Class 13 of each student. Kauffamn (2015) says that for learning to be effective, there is a need to make sure that the learning materials are designed in such a manner that they respond to the needs of the leaners. Since there is no physical contact between the learner and the students, it is an uphill task for the teacher to come up with a learning material that is tailored to address the unique needs of every learner. For example, in the leaning of English as a second language, one learner may have problems in an area that another learner understands deeply. The meaning of this is that when these sets of learners are in the same class, there is a need to make sure that the learning materials respond to the unique needs of each student. However, that is an opportunity that the online approach to learning does not provide. Be that as it may, it is still possible that there are measures that can be taken to enhance the productivity of online learning of English as a second language. One course of action that the tutor can take is to have personal online contact with each student before beginning lessons so as to be acquainted with the unique need of each of the students (Wang et al., 2014). In this way, it will be possible to come up with a lesson plan that responds to the needs of each learner and, in the long run, enhance learner satisfaction. SUMMARY OF THE LITERATURE REVIEW The advancement of technology, especially the technology that allows for visual communication across the world, has enhanced the online teaching of English as a second language. Since the emergence of these new technologies, it is never compulsory for individuals to travel these long distances to go and learn the English language. From the literature review, it is evident that the use of online platforms to learn English as a second language presents a wide range of features and characteristics that play an important role in enhancing the understanding of the learners of the subject matter. From the literature, it is also evident that the ability of technology to be developed and aligned to the unique needs and circumstances of the users Teaching Strategy: Chinese Students and Online ESL (oESL) Class 14 makes them be very effective in assisting individuals in learning a new language. However, there are also challenges in the use of technology to teach English as a second language. Primarily, since there is no physical contact between the learner and the students, it is an uphill task for the teacher to come up with a learning material that is tailored to address the unique needs of every learner. This may have adverse effects on the quality of learning. Teaching Strategy: Chinese Students and Online ESL (oESL) Class 15 CHAPTER THREE: METHODOLOGY RESEARCH DESIGN The investigation of this study will use a qualitative method as it will deal with ESL teachers and students. Participants Data Collection Participants will be required to complete the survey were designed by PI. The questions will take less 20 minutes to complete. The survey will be in two parts: Part I including age, gender, English proficiency level, and 10 questions based on multiple choices and Part II including 5 questions based on the Participants' own feelings and ways to improve on incoming online teaching and learning. the details are as follows: Questionnaire: A questionnaire is a research instrument consisting of a series of questions for the purpose of gathering information from respondents. Questionnaires can be thought of as a kind of written interview. They can be carried out face to face, by telephone, computer or post. A questionnaire includes open questions and closed questions (see Appendix 1&2). Closed questions will be the main part of this study. Closed questions structure the answer by only allowing responses which fit into pre-decided categories. Data that can be placed into a category is called nominal data. The category can be restricted to as few as two options, i.e., dichotomous (e.g., 'yes' or 'no,' 'male' or 'female'), or include quite complex lists of alternatives from which the respondent can choose (e.g., polytomous). Closed questions can also provide ordinal data (which can be ranked). This often involves using a continuous rating Teaching Strategy: Chinese Students and Online ESL (oESL) Class 16 scale to measure the strength of attitudes or emotions. For example, strongly agree / agree / neutral / disagree / strongly disagree / unable to answer. Closed questions have been used to research type A personality (e.g., Friedman & Rosenman, 1974), and also to assess life events which may cause stress (Holmes & Rahe, 1967), and attachment (Fraley, Waller, & Brennan, 2000). One-on-one structure interview: Interviews are different from questionnaires as they involve social interaction. Researchers can ask different types of questions which in turn generate different types of data. For example, closed questions provide people with a fixed set of responses, whereas open questions allow people to express what they think in their own words. A structured interview is a quantitative research method where the interviewer a set of prepared closed-ended questions in the form of an interview schedule, which he/she reads out exactly as worded. Interviews schedules have a standardized format which means the same questions are asked to each interviewee in the same order. However, structure interviews have limitations. Structure interviews are not flexible. This means new questions cannot be asked during the interview as an interview schedule must be followed. The answers from structured interviews lack detail as only closed questions are asked which generates quantitative data. This means a researcher won't know why a person behaves in a certain way. Teacher’s teaching evaluation: In general, teacher evaluation refers to the formal process a school uses to review and rate teachers' performance and effectiveness in the classroom. However, it is impossible to do walk-in observation right now, so that ask for permitting from home classroom teacher to do observation through online platform is very important. Teaching Strategy: Chinese Students and Online ESL (oESL) Class 17 Data Analysis IBM SPSS Statistics is a powerful statistical software platform. It delivers a robust set of features that lets your organization extract actionable insights from its data. LIMITATIONS This research only represents a small percentage of oESL teachers and students worldwide. It is also limited the time. Only one semester to complete this study, I feel that there is not enough time may limit the final results. TIMELINE 8/20-8/27: IRB Certificate, decide topic and make a plan. 8/28-9/3: Design questionnaire and interview questions. 9/4-10/7: Find background information and literature review. 10/08-10/20: Collecting data and analyzing. 10/21-10/25: Writing report and conduct my research. 10/26-10/30: First draft. 10/31-11/5: Second draft. 11/6-11/12: Defendable version. This capstone study will explores teachers’ and students' perceived satisfaction with the quality and efficiency of online ESL (oESL) courses, with the collaborative ESL students' tasks required in these, and the extent to which the teachers consider the online course format effectively prepares them to work with oESL students and at the same time, oESL students like and accept oESL courses.