Performance, Interaction, and Satisfaction of Graduate EAP Students in a Face-to-Face and an Online Class: A Comparative Analysis

Autor/inn/en	Stanchevici, Dmitri; Siczek, Megan
Titel	Performance, Interaction, and Satisfaction of Graduate EAP Students in a Face-to-Face and an Online Class: A Comparative Analysis
Quelle	In: TESL Canada Journal, 36 (2019) 3, S.132-153 (22 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0826-435X
Schlagwörter	Graduate Students; English for Academic Purposes; Interaction; Synchronous Communication; Online Courses; Writing Instruction; Foreign Students; Course Evaluation; Academic Language; Outcomes of Education; Grades (Scholastic); Required Courses; Foreign Countries; Student Satisfaction; Private Colleges; Asians; China + Suchen Sie Ihr Suchwort? Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Interaktion; Online course; Online-Kurs; Schreibunterricht; Academic; Language; Languages; Akademiker; Sprache; Wissenschaftssprache; Lernleistung; Schulerfolg; Notenspiegel; Pflichtkurs; Ausland; Privathochschule; Asian; Asiat; Asiatin; Asiaten; Asiate
Abstract	Before arriving in a host country, international students may be motivated to complete some institutional requirements online. Many studies address computer-assisted instruction for second-language students, but few focus on fully online English for Academic Purposes (EAP) writing courses. This comparative case study, grounded in action research, examined the extent to which a fully online version of a graduate-level EAP course offered to international students at a North American university achieved comparable outcomes to a face-to-face version. A quantitative and qualitative analysis of study participants' performance and course evaluations indicated that the outcomes and student satisfaction of both cohorts were comparable. However, an examination of the participants' final research papers and online interactions revealed differences and challenges. Based on these findings, it is recommended that future online courses provide more instruction on source integration, library research, and building an interactive learning community. Overall, the findings suggest that when carefully designed, assessed, and refined, fully online courses hold strong promise in EAP academic writing contexts. (As Provided).
Anmerkungen	TESL Canada Federation. 408-4370 Dominion Street, Burnaby, BC V5G 4L7, Canada. Tel: 604-298-0312; Fax: 604-298-0372; e-mail: admin@tesl.ca; Web site: http://www.tesl.ca
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01