This study investigated the factors affecting the English language learning of students in SL （synchronous） and ASL （asynchronous） e-learning. The subjects were 102 undergraduate students at Bang Khen and Kamphaen...This study investigated the factors affecting the English language learning of students in SL （synchronous） and ASL （asynchronous） e-learning. The subjects were 102 undergraduate students at Bang Khen and Kamphaengsaen Campus, Kasetsart University. Before the experiment, the subjects answered an online questionnaire adopted from Reid （1998） to measure their perceptual learning style preferences. Then, they were grouped according to their English grades and were randomly assigned to two experimental groups. Each group was given learning tasks requiring different cognitive strategies. The two groups received two treatments with SL and ASL simultaneously. After each treatment, both groups were tested. They were given a questionnaire at the end of the treatments to retrieve their opinions, Data from both tests were analyzed using 2 ~ 2 factorial ANOVA repeated measures. The results showed no significant difference between the two tasks and no interaction effect among types of tasks and SL and ASL. However, a significant difference was found between SL and ASL. The results of the survey showed that the subjects preferred ASL which was in contrast to the results from statistical analyses. The learning style preferences of the two experiment groups were not different; therefore, they were not the factors in the analysis展开更多
文摘This study investigated the factors affecting the English language learning of students in SL （synchronous） and ASL （asynchronous） e-learning. The subjects were 102 undergraduate students at Bang Khen and Kamphaengsaen Campus, Kasetsart University. Before the experiment, the subjects answered an online questionnaire adopted from Reid （1998） to measure their perceptual learning style preferences. Then, they were grouped according to their English grades and were randomly assigned to two experimental groups. Each group was given learning tasks requiring different cognitive strategies. The two groups received two treatments with SL and ASL simultaneously. After each treatment, both groups were tested. They were given a questionnaire at the end of the treatments to retrieve their opinions, Data from both tests were analyzed using 2 ~ 2 factorial ANOVA repeated measures. The results showed no significant difference between the two tasks and no interaction effect among types of tasks and SL and ASL. However, a significant difference was found between SL and ASL. The results of the survey showed that the subjects preferred ASL which was in contrast to the results from statistical analyses. The learning style preferences of the two experiment groups were not different; therefore, they were not the factors in the analysis
