We want more interaction: Learners’ viewpoints on the implementation of online university English classes
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초록
The present study investigates the implementation of online university English classes in the context of COVID-19. To this end, it examined how college English classes were conducted online. A total of 471 students taking a university English class participated in the study, and they completed a questionnaire online. Their responses were analyzed using frequency count and percentages. The results show that asynchronous classes in which the voice of the instructor for presentations was pre-recorded were used most, followed by asynchronous classes in which the instructor pre-recorded presentations, and synchronous classes were conducted least. The most frequently used types of exams were essay writing in real-time and completing an assignment; however, assignments and conventional exams, including multiple-choice questions and short answers were more preferred by students. The results also demonstrate that students preferred writing practice activities in asynchronous learning and small group discussion activities in synchronous learning. An implication that can be drawn from the results is that a combination of asynchronous and synchronous classes is an optimal mode of online learning in order to promote a successful learning outcome and facilitate a better learning experience.
Abstract
The present study investigates the implementation of online university English classes in the context of COVID-19. To this end, it examined how college English classes were conducted online. A total of 471 students taking a university English class participated in the study, and they completed a questionnaire online. Their responses were analyzed using frequency count and percentages. The results show that asynchronous classes in which the voice of the instructor for presentations was pre-recorded were used most, followed by asynchronous classes in which the instructor pre-recorded presentations, and synchronous classes were conducted least. The most frequently used types of exams were essay writing in real-time and completing an assignment; however, assignments and conventional exams, including multiple-choice questions and short answers were more preferred by students. The results also demonstrate that students preferred writing practice activities in asynchronous learning and small group discussion activities in synchronous learning. An implication that can be drawn from the results is that a combination of asynchronous and synchronous classes is an optimal mode of online learning in order to promote a successful learning outcome and facilitate a better learning experience.
참고문헌 (25)
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