Dimensions of communicative language teaching in online synchronous and face-to-face contexts: A comparison of student perceptions

IF 1.5 1区文学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Foreign Language Annals Pub Date : 2025-01-27 DOI:10.1111/flan.12793

Rodica Frimu, Bernard Ibrahim Issa

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Abstract

This study compares learner perceptions in a synchronous online versus face-to-face (F2F) learning context about four principles of communicative language teaching (CLT): promoting collaborative learning, using comprehensible input, considering affective factors, and providing corrective feedback. Data were obtained via online surveys from students in F2F language classes (n = 330) and synchronous online language classes (n = 315). The results generally show high levels of agreement between the two groups with statements pertaining to the implementation of all four principles, suggesting that overall, participants perceived the two learning contexts to be similar to one another. However, results reveal that for particular dimensions of these principles, students in the two contexts disagreed (small to medium effect sizes), indicating depressed levels of agreement for learners in the online context. We discuss how these areas of disagreement serve as an opportunity for enhancement of the implementation of specific components of CLT in online synchronous settings.

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在线同步和面对面情境下交际语言教学的维度：学生感知的比较

本研究比较了同步在线和面对面（F2F）学习环境下学习者对交际语言教学（CLT）四项原则的看法：促进协作学习、使用可理解的输入、考虑情感因素和提供纠正性反馈。数据通过F2F语言班（n = 330）和同步在线语言班（n = 315）学生的在线调查获得。结果显示，两组学生对所有四项原则的执行情况的看法基本一致，这表明，总体而言，参与者认为这两种学习环境是相似的。然而，结果显示，对于这些原则的特定维度，两种情境下的学生不同意（中小效应量），表明在线情境下学习者的同意程度较低。我们讨论了这些分歧如何成为在在线同步设置中加强CLT特定组件实施的机会。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Foreign Language Annals Multiple-

CiteScore

5.40

自引率

3.70%

发文量

期刊介绍： Dedicated to the advancement of language teaching and learning, Foreign Language Annals (FLA) seeks to serve the professional interests of classroom instructors, researchers, and administrators concerned with the learning and teaching of languages at all levels of instruction. The journal welcomes submissions of the highest quality that report empirical or theoretical research on language learning or teaching, that describe innovative and successful practice and methods, and/or that are relevant to the concerns and issues of the profession. FLA focuses primarily on language education for languages other than English.