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Why Synchronous L2 Group Learning Can Fail: Implications from a Case Study

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외국어교육연구소 (Institute of Foreign Language Education)|2022.08|외국어교육연구 (Studies in Foreign Language Education)|제36권 제3호|pp. 243-268|DOI 10.16933/sfle.2022.36.3.243

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키워드

Synchronous L2 group learningOnline L2 learningOnline group L2 learning실시간 온라인 외국어 모둠 학습온라인 외국어 학습온라인 외국어 모둠 학습

초록

Online education has become the mainstream of educational services since the onset of the COVID-19 pandemic in 2020. In L2 instruction, synchronous L2 group learning (SLGL) has been widely used to support students’ real-time interaction, but empirical studies have reported mixed results on its benefit. Based on analysis of a student survey supplemented by class recordings and teacher’s observation notes, this study investigates the students’ perceptions of SLGL and identifies significant challenges with pedagogical strategies to tackle them. Results show that the synchronous class was the least preferred among four different types of online class. Further investigation shows that students had low motivation and psychological distress in SLGL with a high communication barrier. The challenges were primarily attributable to the extreme level of group secrecy, low group cohesion, self-censorship of one’s visual information, and technological problems. In order to address the challenges, this study underlines the importance of careful activity design and management, proper supervision and evaluation, and technological assistance to support SLGL.

Abstract

Online education has become the mainstream of educational services since the onset of the COVID-19 pandemic in 2020. In L2 instruction, synchronous L2 group learning (SLGL) has been widely used to support students’ real-time interaction, but empirical studies have reported mixed results on its benefit. Based on analysis of a student survey supplemented by class recordings and teacher’s observation notes, this study investigates the students’ perceptions of SLGL and identifies significant challenges with pedagogical strategies to tackle them. Results show that the synchronous class was the least preferred among four different types of online class. Further investigation shows that students had low motivation and psychological distress in SLGL with a high communication barrier. The challenges were primarily attributable to the extreme level of group secrecy, low group cohesion, self-censorship of one’s visual information, and technological problems. In order to address the challenges, this study underlines the importance of careful activity design and management, proper supervision and evaluation, and technological assistance to support SLGL.

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