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
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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.
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