A mixed-methods study of online learning in the EFL classroom
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Título
A mixed-methods study of online learning in the EFL classroomFecha de publicación
2021-07Editor
Universitat Politécnica de ValénciaISSN
1886-2438Cita bibliográfica
GIRÓN-GARCÍA, Carolina; BOGHIU-BALAUR, Sorina. A mixed-methods study of online learning in the EFL classroom. Revista de Lingüística y Lenguas Aplicadas, [S.l.], v. 16, p. 95-122, july 2021. ISSN 1886-6298. Available at: <https://polipapers.upv.es/index.php/rdlyla/article/view/13950>. Date accessed: 25 oct. 2021. doi:https://doi.org/10.4995/rlyla.2021.13950.Tipo de documento
info:eu-repo/semantics/articleVersión de la editorial
https://polipapers.upv.es/index.php/rdlyla/article/view/13950Versión
info:eu-repo/semantics/publishedVersionPalabras clave / Materias
Resumen
The need to adapt classroom materials to maintain students’ interest to learn the subject matter in an engaging
environment, by means of Information and Communication Technologies, raises substantial concerns for ... [+]
The need to adapt classroom materials to maintain students’ interest to learn the subject matter in an engaging
environment, by means of Information and Communication Technologies, raises substantial concerns for English teachers. The
purpose of this mixed-methods study, which involves a combination of both qualitative and quantitative data analyses, is to survey
the perceptions and engagement of higher education students as regards learning theoretical content and vocabulary through
the implementation of two online tasks called ‘Cybertasks’. The participants were administered two perception questionnaires in
order to gather information concerning their previous knowledge and their acquired knowledge. Additionally, a final written exam
was delivered to determine whether there is a correlation between students’ satisfaction with Cybertask completion and their
academic achievement. The results indicate that students with higher levels of engagement towards the use of the Cybertask to
improve their acquisition of theoretical content and vocabulary showed higher academic achievement in their final exam. [-]
Publicado en
Revista de Lingüística y Lenguas Aplicadas Vol. 16 año 2021, 95-122Entidad financiadora
Universitat Jaume I
Código del proyecto o subvención
(3820/20) | (3860/20) | (3949/21) | (3975/21) | UJI-B2018-59
Título del proyecto o subvención
Innovació educativa i interdisciplinarietat: ensenyament de l’anglès a l’aula universitària amb l’aplicació d’una "Lesson" integrada a la plataforma Moodle | Disseny d'entrades en diccionaris online d'especialitat per a l’ensenyament de AFE | Aprofitament de la ferramenta "Google Sites" per a l’ensenyament de l’anglès a l’aula universitària: Desenvolupament de l’aprenentatge autònom dins del context de la COVID-19 | Creació d'una base de dades multinivell per a secundarias el desenvolupament de la competència escrita a l’estudiantat del Grau en Estudis Anglesos
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info:eu-repo/semantics/openAccess
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