A mixed-methods study of online learning in the EFL classroom

Carolina Girón-García; Sorina Boghiu-Balaur

doi:10.4995/rlyla.2021.13950

Authors

Carolina Girón-García Universitat Jaume I; IULMA https://orcid.org/0000-0002-2377-4039
Sorina Boghiu-Balaur Universitat Jaume I; IULMA

DOI:

https://doi.org/10.4995/rlyla.2021.13950

Keywords:

content-based instruction, task-based language teaching, information and communication technologies, Cybertask, students’ perceptions

Abstract

The need to adapt classroom materials to maintain students’ interest to learn the subject matter in an engaging environment, by means of Information and Communication Technologies, becomes a first concern. The purpose of this mixed-methods study, which involves a combination of both qualitative and quantitative data analyses, is to survey the perceptions and engagement of higher education students as regards learning theoretical content and vocabulary through the implementation of two online called ‘Cybertasks’. The participants were administered two perception questionnaires in order to gather information concerning their previous knowledge and their acquired knowledge. Additionally, a final written exam was delivered to determine whether there is a correlation between students’ satisfaction with Cybertask completion and their academic achievement. The results indicate that students with higher levels of engagement towards the use of the Cybertask to improve their acquisition of theoretical content and vocabulary showed higher academic achievement in their final exam.

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Author Biographies

Carolina Girón-García, Universitat Jaume I; IULMA

Carolina Girón-Garcíaholds a doctoral degree in Applied Linguistics. She is a lecturer at English Studies Department, Universitat Jaume I (Spain). Her research interests concern autonomy in language learning, language teaching and learning through ICTs, and discourse analysis at different levels (e.g. English in specialised contexts of instruction, EFL teaching, and metaphorical language).

Sorina Boghiu-Balaur, Universitat Jaume I; IULMA

Sorina Boghiu-Balauris a part-time member of the teaching staff at English Studies Department, Universitat Jaume I (Spain). She holds a Master’s Degree in Teacher Training in Secondary Schools, Vocational Training Centres and Language Schools. She is a doctoral student and her research investigates cognitive semantics, cross-linguistic variation and the use of ICTs in Language Learning.

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