Examining the Impact of Online and Offline Teaching Modalities on EFL Oral Presentation Performance

• 발행기관: 한국영어학학회
• 저자명: Goun Lee John Franzese
• 간행물 정보: 『영어학연구』제31권 1호, 51~78쪽, 전체 28쪽
• 주제분류: 어문학 > 영어와문학
• 파일형태: PDF
• 발행일자: 2025.02.28

국문 초록

This study compares the effectiveness of online and offline learning modules in developing oral presentation skills in university-level EFL courses. This study examines the performance of 301 Korean university students at three assessment points, considering the impact of teaching modality (online vs. offline), learner proficiency (intermediate vs. advanced), and assessment timing (initial, mid, and final). Results indicate that online instruction is more effective than offline instruction, leading to higher average performance scores. However, a significant three-way interaction revealed that the initial benefit of online instruction for advanced learners existed only during the early stages and diminished over time. Conversely, intermediate learners showed more consistent progress in offline settings. By the final assessment, the performance across different levels and teaching modalities converged, highlighting the diminishing effect of online learning over time. This suggests that while online learning may provide an initial advantage, its long-term effectiveness depends on multiple factors, including proficiency level and the evolving needs of learners throughout the semester. These findings underscores the importance of hybrid learning models that integrate online and offline instruction to sustain early gains and support learners’ ongoing development.

목차

1. Introduction

2. Literature Review

3. Methodology

4. Results

5. Conclusion and Implications

References

키워드

teaching modality comparison module-proficiency interaction oral presentation performance asynchronous online instruction