The Impact of Online Learning Formats on Emotional Responses and Academic Performance in EFL Courses : A Comparative Study of Real-time vs. Pre-recorded Classes
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The COVID-19 pandemic necessitated a rapid transition to online learning, highlighting the need to evaluate the impact of various digital education formats on students’ learning experiences, especially in English as a Foreign Language instruction within college general education programs. This study explores students’ initial emotional responses—anxiety, confidence, and willingness to engage—across two online learning formats: real-time and pre-recorded classes. It also examines the relationship between these emotional factors and academic performance, including attendance rates and exam scores. Data were collected from 127 students enrolled in general English courses, with 86 students (68% response rate) completing an online survey administered at the start of the semester. The findings revealed that students in real-time online classes reported lower anxiety levels and higher willingness to use English outside the classroom compared to those in pre-recorded classes. Although confidence levels were similar across both groups, attendance rates were significantly higher in real-time classes, suggesting that synchronous interaction fosters a stronger sense of accountability and engagement. Conversely, pre-recorded formats, while offering flexibility and self-paced learning, were associated with feelings of isolation and lower motivation, particularly among students who require more structured guidance. These findings suggest that real-time classes can enhance engagement through structured activities and community-building opportunities. Pre-recorded courses, on the other hand, could benefit from incorporating interactive elements such as discussion boards, live Q&A sessions, or collaborative projects to address motivational challenges. Furthermore, this study emphasizes the importance of addressing motivational factors, such as emotional responses and student engagement, when designing online learning environments, particularly in asynchronous settings. The results suggest that real-time classes can foster better academic engagement through immediate feedback and interaction, while pre-recorded courses may need more structural support to maintain motivation and participation.
Abstract
The COVID-19 pandemic necessitated a rapid transition to online learning, highlighting the need to evaluate the impact of various digital education formats on students’ learning experiences, especially in English as a Foreign Language instruction within college general education programs. This study explores students’ initial emotional responses—anxiety, confidence, and willingness to engage—across two online learning formats: real-time and pre-recorded classes. It also examines the relationship between these emotional factors and academic performance, including attendance rates and exam scores. Data were collected from 127 students enrolled in general English courses, with 86 students (68% response rate) completing an online survey administered at the start of the semester. The findings revealed that students in real-time online classes reported lower anxiety levels and higher willingness to use English outside the classroom compared to those in pre-recorded classes. Although confidence levels were similar across both groups, attendance rates were significantly higher in real-time classes, suggesting that synchronous interaction fosters a stronger sense of accountability and engagement. Conversely, pre-recorded formats, while offering flexibility and self-paced learning, were associated with feelings of isolation and lower motivation, particularly among students who require more structured guidance. These findings suggest that real-time classes can enhance engagement through structured activities and community-building opportunities. Pre-recorded courses, on the other hand, could benefit from incorporating interactive elements such as discussion boards, live Q&A sessions, or collaborative projects to address motivational challenges. Furthermore, this study emphasizes the importance of addressing motivational factors, such as emotional responses and student engagement, when designing online learning environments, particularly in asynchronous settings. The results suggest that real-time classes can foster better academic engagement through immediate feedback and interaction, while pre-recorded courses may need more structural support to maintain motivation and participation.