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This study compares synchronous online learning with traditional in-class methods for young language learners. Research design, participants, teaching materials, and data analysis methods are detailed to determine the impact on learning achievement and perceptions. The use of interactive activities, multimedia tools, and authentic input from native speakers is examined to understand the effectiveness of online platforms. The study concludes with valuable insights and suggestions for optimizing language learning experiences.
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IS SYNCHRONOUS ONLINE LEARNING FOR YOUNG LANGUAGE LEARNERS? 蘇彥怡 Ariel Su Yen-Yi Su, Taipei Municipal San-Xing Elementary School
Significance of the Study • Most synchronous online learning studies focused on
Research Design experimental group: synchronous online instruction control group: traditional in-class instruction independent variable quasi-experimental: pre- and post-test control group design dependent variable learning achievement and learning perceptions learner’s age, instruction hours, designed activities and learner’s pretest scores. control variables
Participants Sanxing Primary School twoclasses twoclasses Experimental Group 15 Students/per class Control Group 15 Students/per class
Teaching Materials independent variable quasi-experimental: pre- and post-test control group design EG CG dependent variable Note. O1: pre- and post-test for the 1st book reading. O2: pre- and post-test for the 2nd book reading. O3: pre- and post-test for the 3rd book reading. X1: synchronous online picture book treatment. X2: conventional classroom picture book treatment. control variables
Orientation Display Area display power point slides, use whiteboard, use application sharing, play video, annotation tools, and upload files Communication Area broadcasting, teleconferencing, and chat room Note-Taking Area
Treatment: Guess the story the instructor showed the cover of the picture book and asked learners to tell what they saw in the picture
Treatment: Vocabulary Sets of pictures: pictures from the book, animated pictures and photos from real world. learners see the word on the flash cards, all learners are required to type it down
Treatment: Storytelling circle the words or pictures to make sure that all learners understand or pay attention Use text messages, raise hands and emoticons to communicate and interact The instructor will proceed with the storytelling via teleconferencing
Treatment: videos to provide authentic native English speaker’s input for learners to imitate
Treatment: wrap up activities whiteboard increased the cooperation atmosphere among learners
Data Analysis Ancova Comparing Achievement Test in the Two Groups for the 1st Book (There was an Old Lady Who Swallowed a Fly)
Data Analysis Descriptive Statistics in the Two Groups for the 1st Book (There was an Old Lady Who Swallowed a Fly)
Data Analysis Ancova Comparing Achievement Test in the Two Groups for the 2nd Book (Joseph Had a Little Overcoat)
Data Analysis Descriptive Statistics in the Two Groups for the 2nd Book (Joseph Had a Little Overcoat)
Data Analysis Ancova Comparing Achievement Test in the Two Groups for the 3rd Book (We’re Going on a Bear Hunt)
Data Analysis Descriptive Statistics in the Two Groups for the 2nd Book (Joseph had a little overcoat)
Synchronous Online Learning Experience Questionnaire 1 open-ended question, and 36 close-ended statements using 4-point Likert scales learners’ preference over the interface of synchronous online learning platforms learners’ perceptions toward picture book sessions what teaching strategies facilitate learners’ language learning how synchronous online learning contributes to language learning
Conclusion
Conclusion Input Speaking Traditional classroom Output Synchronous online Writing
