IS SYNCHRONOUS ONLINE LEARNING FOR YOUNG LANGUAGE LEARNERS?

1. IS SYNCHRONOUS ONLINE LEARNING FOR YOUNG LANGUAGE LEARNERS? 蘇彥怡 Ariel Su Yen-Yi Su, Taipei Municipal San-Xing Elementary School

2. Purpose of the Study

3. Significance of the Study • Most synchronous online learning studies focused on

4. Research Questions

5. 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

6. Participants Sanxing Primary School twoclasses twoclasses Experimental Group 15 Students/per class Control Group 15 Students/per class

7. 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

8. 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

9. Treatment: Guess the story the instructor showed the cover of the picture book and asked learners to tell what they saw in the picture

10. 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

11. Treatment: Vocabulary

12. 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

13. Treatment: videos to provide authentic native English speaker’s input for learners to imitate

14. Treatment: wrap up activities whiteboard increased the cooperation atmosphere among learners

15. Pretest and Posttest

16. Data Analysis Ancova Comparing Achievement Test in the Two Groups for the 1st Book (There was an Old Lady Who Swallowed a Fly)

17. Data Analysis Descriptive Statistics in the Two Groups for the 1st Book (There was an Old Lady Who Swallowed a Fly)

18. Data Analysis Ancova Comparing Achievement Test in the Two Groups for the 2nd Book (Joseph Had a Little Overcoat)

19. Data Analysis Descriptive Statistics in the Two Groups for the 2nd Book (Joseph Had a Little Overcoat)

20. Data Analysis Ancova Comparing Achievement Test in the Two Groups for the 3rd Book (We’re Going on a Bear Hunt)

21. Data Analysis Descriptive Statistics in the Two Groups for the 2nd Book (Joseph had a little overcoat)

22. 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

23. Data Analysis

24. Data Analysis

25. Data Analysis

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28. Data Analysis

29. Data Analysis

30. Conclusion  

31. Conclusion Input Speaking Traditional classroom Output Synchronous online Writing

32. Limitations and Delimitations

33. Suggestions

34. Thanksforyourpreciousadvice!