Literaturnachweis - Detailanzeige
| Autor/in | Bin Dahmash, Nada |
|---|---|
| Titel | Synchronous and Asynchronous English Writing Classes in the EFL Context: Students' Practices and Benefits |
| Quelle | In: Arab World English Journal, 12 (2021) 2, S.93-108 (16 Seiten)
PDF als Volltext kostenfreie Datei |
| Zusatzinformation | ORCID (Bin Dahmash, Nada) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 2229-9327 |
| Schlagwörter | Synchronous Communication; Asynchronous Communication; English (Second Language); Second Language Learning; Writing Instruction; College Students; COVID-19; Pandemics; Distance Education; Foreign Countries; Student Attitudes; Learning Processes; Saudi Arabia |
| Abstract | Synchronous and asynchronous classes were implemented by universities around the world during the COVID-19 pandemic. Students learning English as a Foreign Language (EFL) engaged in multiple practices when attending English writing classes in both modes. However, the practices they engaged in and the benefits they perceived were reportedly of limited benefit. This study asks: What are the practices of students that emerge during synchronous and asynchronous English writing classes? What are the benefits of synchronous and asynchronous English writing classes from the student's perspective? Group and one-to-one interviews were conducted with twelve students majoring in computer science and information technology at a Saudi university. Thematic analysis revealed that students engage in practices including using the split view on iPads, opening additional windows to search for information, searching using smartphone apps, and writing notes and highlighting key concepts when attending English writing classes regardless of learning mode. It also revealed that synchronous classes offered students real-time communication and provided immediate feedback, while asynchronous classes allowed students to navigate the challenges of distance learning, complementing the synchronous English writing classes and providing students with a sense of security. This paper concludes by advising language teachers to record synchronous classes, raise students' awareness of the benefits of attending both types of classes and encourage students to apply practices reported by previous students to maximize their English language learning. (As Provided). |
| Anmerkungen | Arab World English Journal. 10602 Davlee Lane, Richmond, Texas, 77407. e-mail: editor@awej.org; e-mail: info@ASELS.org; Web site: https://awej.org/ |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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