LEARNER ENGAGEMENT AND SPEAKING GAINS IN SYNCHRONOUS VS. ASYNCHRONOUS ONLINE LANGUAGE CLASSES
Keywords:
online language learning, learner engagement, synchronous classes, asynchronous learning, speaking skills, language instruction, fluency developmentAbstract
This study explores the relationship between learner engagement and speaking skill development in synchronous and asynchronous online language classes. As online education becomes more widespread, understanding how different modes of delivery impact student participation and speaking outcomes is essential. The paper compares real-time (synchronous) and self-paced (asynchronous) language instruction to assess which format better supports active engagement and speaking gains. Findings suggest that synchronous classes offer more opportunities for immediate interaction and feedback, which may lead to stronger improvements in speaking fluency. However, asynchronous formats provide flexibility and reduce anxiety, benefiting learners with different needs. The study concludes that a blended approach may be the most effective for maximizing both engagement and speaking development.
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