Revolutionizing English Language Education: A Comparative Study of Synchronous and Asynchronous Learning Methods

Rizky Eka Prasetya (Universitas Budi Luhur, Indonesia)

Abstract


This study investigates the effectiveness of synchronous and asynchronous learning methods in English language education. A mixed-methods approach combines quantitative and qualitative data to understand the blended learning intervention comprehensively. A comparative analysis was conducted on two learners who received English language instruction using synchronous or asynchronous methods. The findings suggest that both methods have their strengths and weaknesses, and the specific learning objectives and student needs should determine the choice of method. Synchronous learning promotes interaction and communication skills more effectively, while asynchronous learning is more suitable for self-paced learning and developing reading and writing skills. The study highlights the importance of adopting a blended approach that combines synchronous and asynchronous methods to maximize the benefits of digital technologies in English language education.

Keywords


English Language Education; Synchronous Learning; Asynchronous Learning; Digital Technologies; Blended Learning

Full Text:

PDF

References


Amiti, F. (2020). Synchronous and asynchronous E-learning. European Journal of Open Education and E-Learning Studies, 5(2).

Bailey, D., Almusharraf, N., & Hatcher, R. (2021). Finding satisfaction: Intrinsic motivation for synchronous and asynchronous communication in the online language learning context. Education and Information Technologies, 26, 2563–2583.

Canto, S., & Jauregi Ondarra, K. (2017). Language learning effects through the integration of synchronous online communication: The case of video communication and Second Life. Language Learning in Higher Education, 7(1), 21–53.

Castro, M. D. B., & Tumibay, G. M. (2021). A literature review: efficacy of online learning courses for higher education institution using meta-analysis. Education and Information Technologies, 26, 1367–1385.

Dada, E. G., Alkali, A. H., & Oyewola, D. O. (2019). An investigation into the effectiveness of asynchronous and synchronous e-learning mode on students’ academic performance in National Open University (NOUN), Maiduguri Centre. International Journal of Modern Education and Computer Science, 11(5), 54–64.

Fadhilah, M., Sutrisna, S., Muslimah, S. N., & Ihsan, M. T. (2021). An exploring methods in online learning: synchronous and asynchronous. ETDC: Indonesian Journal of Research and Educational Review, 1(1), 74–81.

Khasawneh, M. A. S. (2021). The Effect of Using a Language Games-Based Electronic Program on Acquiring Oral Expression Skills among People with Learning Difficulties in English Language during Covid-19 Pandemic. MANAZHIM, 3(2), 136–150.

Kintu, M. J., Zhu, C., & Kagambe, E. (2017). Blended learning effectiveness: the relationship between student characteristics, design features and outcomes. International Journal of Educational Technology in Higher Education, 14(1), 1–20.

Kruis, N. E., Seo, C., & Kim, B. (2020). Revisiting the empirical status of social learning theory on substance use: A systematic review and meta-analysis. Substance Use & Misuse, 55(4), 666–683.

Lim, F. P. (2017). An analysis of synchronous and asynchronous communication tools in e-learning. Advanced Science and Technology Letters, 143(46), 230–234.

Moorhouse, B. L., & Wong, K. M. (2022). Blending asynchronous and synchronous digital technologies and instructional approaches to facilitate remote learning. Journal of Computers in Education, 9(1), 51–70.

Morel, G. M., & Spector, J. M. (2022). Foundations of educational technology: Integrative approaches and interdisciplinary perspectives. Taylor & Francis.

Nurwahyuni, R. (2020). An analysis of students’ perception on synchronous and asynchronous learning in speaking skill during pandemic Covid-19. 4, 189–201.

Ogbonna, C. G., Ibezim, N. E., & Obi, C. A. (2019). Synchronous versus asynchronous e-learning in teaching word processing: An experimental approach. South African Journal of Education, 39(2), 1–15.

Rigo, F., & Mikuš, J. (2021). Asynchronous and synchronous distance learning of English as a foreign language. Media Literacy and Academic Research, 4(1), 89–106.

Rinekso, A. B., & Muslim, A. B. (2020). Synchronous online discussion: teaching English in higher education amidst the covid-19 pandemic. JEES (Journal of English Educators Society), 5(2), 155–162.

Riwayatiningsih, R., & Sulistyani, S. (2020). The implementation of synchronous and asynchronous e-language learning in EFL setting: A case study. Jurnal Basis, 7(2), 309–318.

Serdyukov, P. (2020). Asynchronous/synchronous learning chasm. In Exploring online learning through synchronous and asynchronous instructional methods (pp. 1–33). IGI Global.

Shang, H.-F. (2017). An exploration of asynchronous and synchronous feedback modes in EFL writing. Journal of Computing in Higher Education, 29, 496–513.

Xhaferi, B., & Xhaferi, G. (2020). Online learning benefits and challenges during the COVID 19-pandemic-students’ perspective from SEEU. Seeu Review, 15(1), 86–103.




DOI: https://doi.org/10.24952/ee.v11i02.10303

Refbacks

  • There are currently no refbacks.




English Education: English Journal for Teaching and Learning

Tadris Bahasa Inggris Fakultas Tarbiyah dan Ilmu Keguruan

UIN Syekh Ali Hasan Ahmad Addary Padangsidimpuan 

ISSN Print : 2338-8781 ISSN Online :  2579-4043

Jl. T. Rizal Nurdin Km. 4,5 Sihitang Padangsidimpuan Sumatra Utara 22733 Indonesia

Phone: 0634-22080 Fax: 0634-24022

Email: englishjournal@uinsyahada.ac.id

Flag Counter View My Stats