EFL Post-graduates' Response to the Online Research Writing Classes

نوع المستند : العلوم الانسانیة الأدبیة واللغات

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كلية الأداب جامعة المنصورة

المستخلص

Computer-assisted Language Learning approach informs the design of online courses. Synchronous Computer-Mediated Communication improves students’ online learning experiences. Evaluating online learning experiences is important for understanding student engagement. This qualitative study aimed to measure the satisfaction of EFL postgraduate students in a synchronous online research-writing course. A questionnaire with 27 five-point Likert scales analyzing the impact of student-student interaction, student-teacher interaction, content comprehension, teacher’s presence, students’ digital competence, and students’ autonomy on students’ satisfaction was administered. Regression analysis revealed that the above five variables were significantly predictive of student satisfaction. The study’s questionnaire confirmed that the delivery of the online research writing classes positively: impacted EFL learners' comprehension of course material; created interaction among learners during online activities; and fostered deeper engagement while promoting collaborative learning. Content comprehension and teacher presence were the strongest and most significant predictors of student satisfaction, respectively. Further research is needed to explain how other variables can contribute to a more satisfactory learning experience.

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