Exploring the Impact of Virtual Classes on Second Language Interaction among Pre-Service Teachers
Keywords:
Language Interaction, virtual classes, English language, pandemic
Abstract
The pandemic's transition to online learning modes forced numerous institutions to adjust to the changes it brought. The classroom environment was also altered, which affected discussion interaction. While interaction is a significant component in English language teaching and learning, given that language basically influences learning. Therefore, the aim of the study is to examine the effectiveness of virtual classes in second language interaction among pre-service teachers. The questionnaire that was employed in this research was from the study by Nesreen and Budoor (2020) on the impact of virtual classes on second language interaction. The data collected came from the pre-service teachers that are currently having online classes. Furthermore, the study analyzed if there is significant difference in the effectivity of virtual classes in promoting second language interaction across gender. The findings stated that the effectiveness of virtual classes on interaction is characterized as "satisfied." On the other hand, there is no significant difference when respondents are characterized according to gender. Thus, it implies that learners perceive interactions in virtual classes the same way they do in face-to-face classes.
References
1. Alahmadi, N. S. & Alraddadi, B.M. (2020). The Impact of Virtual Classes on Second Language Interaction in the Saudi EFL Context:A Case Study of Saudi Undergraduate Students. Arab World English Journal, 11(3), 56-72.doi.org/10.24093/awej/vol11no3.4.
2. Al-Qahtani, M. (2019). Teachers' and Students' Perceptions of Virtual Classes and the effectiveness of Virtual Classes in Enhancing Communication Skill. Arab World English Journal, 223-240. doi:10.24093/awej/efl1.16
3. Bawaneh, A. (2021). The Satisfaction Level of Undergraduate Science Students towards Using e-Learning and Virtual Classes in Exceptional Condition COVID-19 Crisis. Turkish Online Journal of Distance Education, 22(1), 52-65.
4. Cabangacala, R., Alieto, E., Estigoy, E., Delos Santos, M., & Torres, J. (2021). When Language Learning Suddenly Becomes Online: Analyzing English as Second Language. TESOL International Journal, 16(4.3), 115-13.
5. Cejas, M., Magda, F., Navarro, C., M, V A., Gina, S., Proaño, R., Carlos, E., Mendoza V., & Derling J. (2021). Student Perceptions Of Ecuadorian Virtual Platforms During The Covid-19 Pandemic. Problems of Education in the 21st Century, 79(2 ), 241-254.doi.org/10.33225/pec/21.79.241.
6. Chaochang, W. and Wen-Ta, T. (2020). Toward an Instructional WTC-Mediated Model for L2 Classroom Interaction. SAGE Journals, 10(3).doi.org/10.1177%2F2158244020943524.
7. Darasawang, P., & Reinders, H. (2021). Willingness to Communicate and Second Language Proficiency: A Correlational Study. Education Sciences, 11, 517. doi:10.3390/educsci11090517
8. Grosu-Radulescu, L. (2018). Second Language Acquisition via Virtual Learning Platforms: A Case Study on Romanian Experiences. Rupkatha Journal on Interdisciplinary Studies in Humanities, 10(3). doi:10.21659/rupkatha.v10n3.15
9. J., S.-B. (2021). Virtual or face to face classes: Ecuadorian university students’ perceptions during the pandemic . English Language Teaching Educational Journal, 4(1), 15-24.doi.org/10.12928/eltej.v4i1.3935.
10. Karkar, E. and Tala, M. (2018). International Graduate Students’ Challenges and Learning. Journal of International Students, 8(4), 1722-1735.doi: 10.5281/zenodo.1468076.
11. Khodabandeh, F. (2021). Comparing Learners’ Interactions in Conventional and Virtual Classes of Distance Education University: Examining Two Approaches of Teaching Grammar. Journal of English language Teaching and Learning, 13(27), 265-294. doi:10.22034/elt.2021.44749.2352
12. Lee, Y.-A. (2013). Descriptions of Second Language Interaction: Toward Descriptive Adequacy. Modern Language Journal, 97(4). doi:10.1111/j.1540-4781.2013.12041.x
13. Lucia-Mihaela, G R.,& Veronica-M S. (2018). Second Language Acquisition via Virtual Learning Platforms: A Case Study on Romanian Experiences. Rupkatha Journal on Interdisciplinary Studies in Humanities, 10(3).doi.org/10.21659/rupkatha.v10n3.15.
14. Malkawi, E., Bawaneh, A K., & Bawa'aneh, M. S. (2021). Campus Off, Education On: UAEU Students’ Satisfaction and Attitudes Towards E-Learning and Virtual Classes During COVID-19 Pandemic. Contemporary Educational Technology, 13(1).doi.org/10.30935/cedtech/8708.
15. Mehall, S. (2020). Purposeful Interpersonal Interaction in Online Learning: What is it and How is it Measured? Online learning, 24(1), 182-204. doi:10.24059/olj.v24i1.2002
16. Murphy, L., Eduljee,N. B.,&Croteau, K. (2020). College Student Transition to Synchronous Virtual Classes during. Pedagogical Research, 5(4).doi.org/10.29333/pr/8485.
17. Montiel-Chamorro , M. (2018). Comparing Online English Language Learning and Face-to-Face. VCU Scholar Compass.
18. Puasa, Kuran; Asrifan, Andi; Chen, Yan;. (2017). Classroom Talk in Bilingual Class Interaction. Research in Pedagogy, 7(1), 106-121. doi:10.17810/2015.53
19. Robert, J. (2018). Virtual Classroom: A Gift for Disabled Children. Journal on School Educational Technology, 14(2), 7-11.
20. Sevy-Biloon, J. (2021). Virtual or face to face classes: Ecuadorian university students’. English Language Teaching Educational Journal, 4(1), 15-24.doi.org/10.12928/eltej.v4i1.3935.
21. Wavle, S. and Ozogul, G. (2018). Investigating the Impact of Online Classes on Undergraduate Degree Completion. Online Learning, 23(4), 281-295. doi:10.24059/olj.v23i4.1558.
2. Al-Qahtani, M. (2019). Teachers' and Students' Perceptions of Virtual Classes and the effectiveness of Virtual Classes in Enhancing Communication Skill. Arab World English Journal, 223-240. doi:10.24093/awej/efl1.16
3. Bawaneh, A. (2021). The Satisfaction Level of Undergraduate Science Students towards Using e-Learning and Virtual Classes in Exceptional Condition COVID-19 Crisis. Turkish Online Journal of Distance Education, 22(1), 52-65.
4. Cabangacala, R., Alieto, E., Estigoy, E., Delos Santos, M., & Torres, J. (2021). When Language Learning Suddenly Becomes Online: Analyzing English as Second Language. TESOL International Journal, 16(4.3), 115-13.
5. Cejas, M., Magda, F., Navarro, C., M, V A., Gina, S., Proaño, R., Carlos, E., Mendoza V., & Derling J. (2021). Student Perceptions Of Ecuadorian Virtual Platforms During The Covid-19 Pandemic. Problems of Education in the 21st Century, 79(2 ), 241-254.doi.org/10.33225/pec/21.79.241.
6. Chaochang, W. and Wen-Ta, T. (2020). Toward an Instructional WTC-Mediated Model for L2 Classroom Interaction. SAGE Journals, 10(3).doi.org/10.1177%2F2158244020943524.
7. Darasawang, P., & Reinders, H. (2021). Willingness to Communicate and Second Language Proficiency: A Correlational Study. Education Sciences, 11, 517. doi:10.3390/educsci11090517
8. Grosu-Radulescu, L. (2018). Second Language Acquisition via Virtual Learning Platforms: A Case Study on Romanian Experiences. Rupkatha Journal on Interdisciplinary Studies in Humanities, 10(3). doi:10.21659/rupkatha.v10n3.15
9. J., S.-B. (2021). Virtual or face to face classes: Ecuadorian university students’ perceptions during the pandemic . English Language Teaching Educational Journal, 4(1), 15-24.doi.org/10.12928/eltej.v4i1.3935.
10. Karkar, E. and Tala, M. (2018). International Graduate Students’ Challenges and Learning. Journal of International Students, 8(4), 1722-1735.doi: 10.5281/zenodo.1468076.
11. Khodabandeh, F. (2021). Comparing Learners’ Interactions in Conventional and Virtual Classes of Distance Education University: Examining Two Approaches of Teaching Grammar. Journal of English language Teaching and Learning, 13(27), 265-294. doi:10.22034/elt.2021.44749.2352
12. Lee, Y.-A. (2013). Descriptions of Second Language Interaction: Toward Descriptive Adequacy. Modern Language Journal, 97(4). doi:10.1111/j.1540-4781.2013.12041.x
13. Lucia-Mihaela, G R.,& Veronica-M S. (2018). Second Language Acquisition via Virtual Learning Platforms: A Case Study on Romanian Experiences. Rupkatha Journal on Interdisciplinary Studies in Humanities, 10(3).doi.org/10.21659/rupkatha.v10n3.15.
14. Malkawi, E., Bawaneh, A K., & Bawa'aneh, M. S. (2021). Campus Off, Education On: UAEU Students’ Satisfaction and Attitudes Towards E-Learning and Virtual Classes During COVID-19 Pandemic. Contemporary Educational Technology, 13(1).doi.org/10.30935/cedtech/8708.
15. Mehall, S. (2020). Purposeful Interpersonal Interaction in Online Learning: What is it and How is it Measured? Online learning, 24(1), 182-204. doi:10.24059/olj.v24i1.2002
16. Murphy, L., Eduljee,N. B.,&Croteau, K. (2020). College Student Transition to Synchronous Virtual Classes during. Pedagogical Research, 5(4).doi.org/10.29333/pr/8485.
17. Montiel-Chamorro , M. (2018). Comparing Online English Language Learning and Face-to-Face. VCU Scholar Compass.
18. Puasa, Kuran; Asrifan, Andi; Chen, Yan;. (2017). Classroom Talk in Bilingual Class Interaction. Research in Pedagogy, 7(1), 106-121. doi:10.17810/2015.53
19. Robert, J. (2018). Virtual Classroom: A Gift for Disabled Children. Journal on School Educational Technology, 14(2), 7-11.
20. Sevy-Biloon, J. (2021). Virtual or face to face classes: Ecuadorian university students’. English Language Teaching Educational Journal, 4(1), 15-24.doi.org/10.12928/eltej.v4i1.3935.
21. Wavle, S. and Ozogul, G. (2018). Investigating the Impact of Online Classes on Undergraduate Degree Completion. Online Learning, 23(4), 281-295. doi:10.24059/olj.v23i4.1558.
Published
2022-04-30
How to Cite
[1]
Leon, J.F. de 2022. Exploring the Impact of Virtual Classes on Second Language Interaction among Pre-Service Teachers. International Journal on Integrated Education. 5, 4 (Apr. 2022), 296-306. DOI:https://doi.org/10.17605/ijie.v5i4.3005.
Section
Articles
In submitting the manuscript to the International Journal on Integrated Education (IJIE), the authors certify that:
- They are authorized by their co-authors to enter into these arrangements.
- The work described has not been formally published before, except in the form of an abstract or as part of a published lecture, review, thesis, or overlay journal.
- That it is not under consideration for publication elsewhere,
- The publication has been approved by the author(s) and by responsible authorities – tacitly or explicitly – of the institutes where the work has been carried out.
- They secure the right to reproduce any material that has already been published or copyrighted elsewhere.
- They agree to the following license and copyright agreement.
License and Copyright Agreement
Authors who publish with International Journal on Integrated Education (IJIE) agree to the following terms:
- Authors retain copyright and grant the International Journal on Integrated Education (IJIE) right of first publication with the work simultaneously licensed under Creative Commons Attribution License (CC BY 4.0) that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
- Authors can enter into separate, additional contractual arrangements for the non-exclusive distribution of the International Journal on Integrated Education (IJIE) published version of the work (e.g., post it to an institutional repository or edit it in a book), with an acknowledgment of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) before and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.
