The effect of online language learning on the English achievement of first-year undergraduate students

Abstract

The purposes of this research study were (1) to examine the effects of utilizing online language multimedia reading on improving BUU students' English reading comprehension skills, (2) to compare the effectiveness of online languageinstruction with that of the traditional classroom teaching which combine lectures with print-based reading activities, and (4) to examine the correlation between BUU students' achievement and their attituades and motivation toward online language learning. This research study was a quasi-experimental research design. The population of the research study was approximately one thousand first-year undergraduate students registering for the English III cours. Subjects were selected form this population and assigned to two groups. The experimental group was taught in mode including self-access learning. The control group taught by using a traditional lecture and private reading approach.  The results of this research study can be summarized as follows: 1.The analysis of the data  using quantitative and qualitative approaches indicated an obvious improvement in reading comprehension skills among the experimental group students using the online language multimedia reading modules. 2. The experimental group students especially enjoyed listening to a native speaker's voice reading the passages, the vivid animation, and the edutainment activities used inthe modules. These led to students accessing the online language multimedia reading modules repeatedly, thus impriving not only their reading skills but their listening and speakingskills as well. 3. When comparing the affectiveness of online language instrution wiht that of the traditional classroom teaching methods, the analysis concluded that:         3.1 The post-learning mean scores of students in the experimental group using the online language multimedia reading modules higher than those of thestudenta in the control group.   3.2 The post-learning achievement scores of the experimental group as compared to those of the control group differed at the .001 level of statistical significance.  4. For the correlation coefficients among learning achievement, attitudes, and motivation toword noline English language learning, the following  conclusions were drawn:        4.1 Attitude had a statistically significant correlation with motivation.      4.2 Midterm exam scores had a statistically significant correlation with both the final exam scores and students grade point average (GPA).     4.3 Final exam scores had a statistically significant correlation with grade point average (GPA).