On English Reading Achievement and Perceptions
Pei-Chin Hsieh, Chang-Ho Ji
Available Online August 2013.
- https://doi.org/10.2991/icaicte.2013.40How to use a DOI?
- Computer-Mediated Communication, MOODLE, EFL, Reading Achievement
- 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.
- Open Access
- This is an open access article distributed under the CC BY-NC license.
Cite this article
TY - CONF AU - Pei-Chin Hsieh AU - Chang-Ho Ji PY - 2013/08 DA - 2013/08 TI - On English Reading Achievement and Perceptions BT - 2013 International Conference on Advanced ICT and Education (ICAICTE-13) PB - Atlantis Press SP - 189 EP - 193 SN - 1951-6851 UR - https://doi.org/10.2991/icaicte.2013.40 DO - https://doi.org/10.2991/icaicte.2013.40 ID - Hsieh2013/08 ER -