The comparison of the effect of two methods of face-to-face and E-learning education on learning, retention, and interest in English language course

Abstract

This study compared the effect of two face-to-face(F2F) and e-learning education methods on learning, retention, and interest in English language courses. Participants were EFL students studying at Islamic Azad University, for the academic year 2021–2022. A multiple-stage cluster-sampling method was used to select the target participants. Three hundred and twenty EFL learners participated in the study. Students were studying in different majors: accounting, economics, psychology, physical education, law, management, and sociology. Two English tests were applied, a teacher-made VTS (Vocabulary Size Test) and an achievement test (including reading comprehension and grammar questions). Also, a questionnaire was applied to measure the students’ learning interest in F2F and online learning groups. The study found significant differences in learning outcomes related to students’ English learning and vocabulary retention rates. It was seen that the E-learning group that participated in online sessions through the Learning Management Systems (LMS) platform outperformed the F2F group. Another critical finding revealed that learners’ interest in learning English in E-learning classes was higher than in the F2F group. In addition, all constructs of interest (feeling happy, attention, interest, and participation) were higher in scores in the E-learning than in the F2F group. Language teachers, university instructors, educators, syllabus designers, school administrators, and policymakers might rethink their teaching approaches and incorporate E-learning into the curriculum to meet their students’ needs.

Analysis of factors affecting the effectiveness of face-to-face marketing learning via TikTok, YouTube and video conferencing

“…With the idea that e-learning tools, more abundant due to the pandemic [ [5] , [6] , [7] , [8] , 37 , 38 ], can enrich face-to-face learning [ 45 ], this study believes that research on LE as a result of e-learning tools used in face-to-face settings is worth expanding.…”

“…In addition, the COVID pandemic has also provided a boost to the further development of e-learning tools, as teachers were forced to use the e-learning platform to teach students [ [6] , [7] , [8] ]. Therefore, the suggestion by Ref.…”

“…Research has been conducted on the similarities and differences between face-to-face and e-learning, based primarily on student and teacher perceptions and attitudes, as well as e-learning achievement and performance [ 7 ]. Recalling that the pandemic has promoted the development of e-learning tools and that in order to turn e-learning initiatives into sustainable forms of learning, we must ensure their success [ 25 ], we believe it is interesting to delve into student satisfaction with the use of online tools in a face-to-face learning environment beyond the COVID-19 meta period.…”

Aplicación del b-learning y el aprendizaje autónomo del idioma inglés

“…Esta realidad conlleva a replantear las estrategias de enseñanza, siendo necesario que se utilicen estrategias que involucren el uso de las TIC, junto al aprendizaje de manera autónoma en los estudiantes, siendo así que debería implementarse el uso del b-learning como estrategia que promueva el aprendizaje del idioma inglés y que a su vez permita el desarrollo del aprendizaje autónomo (Klimova, 2021;Bi et al, 2023).…”