The Impact of Online Autonomous Learning on EFL Students’ Reading Skills
Hui-Fang Shang, Yen-Yu Chen, I-Shou University, Taiwan
International Journal on E-Learning Volume 17, Number 2, ISSN 1537-2456 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA
With the rapid growth of technology, many language acquisition approaches have been added to computer-assisted language learning applications. Thus, this study investigated the impact of online autonomous learning on English as a Foreign Language (EFL) students’ reading ability. Sixty-five students from two reading classes at One University in Southern Taiwan were divided into an experimental group (integration of online reading and teacher-guided intervention) and a control group (teacher-guided intervention). The results demonstrated that there was a significant difference in the reading scores between the experimental and control groups. A significant difference was also found between the pre- and post-test scores in the experimental group; however, this pre- and post-test difference was not observed in the control group. Students in the experimental group also noted an obvious enhancement to their reading due to the requisite planning, monitoring, and evaluating activities practiced during online learning. Based on the research results, suggestions for future study are discussed.
Shang, H.F. & Chen, Y.Y. (2018). The Impact of Online Autonomous Learning on EFL Students’ Reading Skills. International Journal on E-Learning, 17(2), 227-249. Waynesville, NC USA: Association for the Advancement of Computing in Education (AACE).
© 2018 Association for the Advancement of Computing in Education (AACE)