抄録
This research aimed to study the different attitudes and preferences between foreign students and Japanese language teachers in using a reading support e-Learning system. In experiments, 20 language teachers and 22 foreign students used reading e-Learning content on LMS Server (WebClass) and answered a 33-item questionnaire that investigated four factors (e-Contents Effectiveness, Relevance between Modules, Difficulty of New Modules and Positive Perception of Traditional Exercises). Results revealed that foreign students show a positive attitude toward new tasks and explanation with graphics on e-Learning system. They also approved of ordinary language tasks (vocabulary and grammar), that were implemented in Module 1 and Module 2. On the contrary, Japanese teachers indicated difficulty and inadequacy of textual information in new tasks and explanations on e-Learning. They also showed a negative attitude toward ordinary language tasks.
