On English Reading Achievement and Perceptions

DOI

10.2991/icaicte.2013.40How to use a DOI?

Keywords

Computer-Mediated Communication, MOODLE, EFL, Reading Achievement

Abstract

This study compared the effects of three instructional methods—synchronous online communication, asynchronous online communication, and traditional grammar translation method—in English reading comprehension. A quasi-experimental research design included pre and post reading comprehension tests for all three groups and a post perception survey for the experimental groups. After the treatment, synchronous and asynchronous online communication users outperformed those in the independent study group. Yet, no significant difference was found in reading scores between synchronous and asynchronous communication groups. Findings from the post perceptions survey of the experimental groups displayed no statistically significant differences between them.

Copyright

© 2013, the Authors. Published by Atlantis Press.

Open Access

This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).

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TY  - CONF
AU  - Pei-Chin Hsieh
AU  - Chang-Ho Ji
PY  - 2013/08
DA  - 2013/08
TI  - On English Reading Achievement and Perceptions
BT  - Proceedings of the 2013 International Conference on Advanced ICT and Education
PB  - Atlantis Press
SP  - 189
EP  - 193
SN  - 1951-6851
UR  - https://doi.org/10.2991/icaicte.2013.40
DO  - 10.2991/icaicte.2013.40
ID  - Hsieh2013/08
ER  -