Proceedings of the 2013 International Conference on Advanced ICT and Education

On English Reading Achievement and Perceptions

Authors
Pei-Chin Hsieh, Chang-Ho Ji
Corresponding Author
Pei-Chin Hsieh
Available Online August 2013.
DOI
https://doi.org/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.
Open Access
This is an open access article distributed under the CC BY-NC license.

Download article (PDF)

Proceedings
2013 International Conference on Advanced ICT and Education (ICAICTE-13)
Part of series
Advances in Intelligent Systems Research
Publication Date
August 2013
ISBN
978-90786-77-79-6
ISSN
1951-6851
DOI
https://doi.org/10.2991/icaicte.2013.40How to use a DOI?
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  -