An experimental study of cyber face-to-face vs. cyber text-based English tutorial programs for low-achieving university students
Computers & Education Volume 63, Number 1, ISSN 0360-1315 Publisher: Elsevier Ltd
This study examines the effects of two types of e-tutoring interventions (text-based vs. face-to-face videoconferencing, TB vs. F2F) on the grammar performance and motivation of low-achieving students. The study investigates the patterns of interaction between tutors and students in both platforms, including the manner in which tutors and students engage during the tutoring sessions. The students' experiences and perceptions of e-tutoring interventions are also explored. The findings reveal that although the two modes of tutoring were equally effective (both groups showed improvement in their grammar performance, with no discernible difference between the two groups), the F2F group members overcame their negative feelings toward English to a greater extent than the TB group members. Interestingly, although the findings reveal that the TB tutors engaged in more tutoring strategies than the F2F tutors, the F2F students perceived more self-improvement in their English performance and were more likely to evaluate the tutors and the e-tutoring program positively than the TB group. The paper concludes by offering some recommendations for future studies on different tutoring modes using computer conferencing.
Wu, E., Lin, W.C. & Yang, S.C. (2013). An experimental study of cyber face-to-face vs. cyber text-based English tutorial programs for low-achieving university students. Computers & Education, 63(1), 52-61. Elsevier Ltd.
- College Students
- electronic learning
- improving classroom teaching
- Instructional Effectiveness
- Low Achievement
- student attitudes
- student experience
- student motivation
- Teacher Student Relationship
- teaching and learning strategies
- Tutorial Programs