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Choices in asynchronous communication for postgraduate teaching students
Patricia Henry, Xiaoyan Li
– Most research concludes that asynchronous activities increase the amount of student participation and improve the student-centred learning atmosphere.
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| Paper type | Regular Articles |
| Pages | 3??11?? |
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Abstract
Most research concludes that asynchronous activities increase the amount of student participation and improve the student-centred learning atmosphere. This raised concerns when students didn’t access discussion sites as part of their postgraduate teaching of English language studies. This study focused on the perception of a group of on-campus and off-campus postgraduate TESOL students (both native and non-native speakers of English) towards two different kinds of asynchronous activities: email and online discussion. The result showed that students preferred the email to the discussion though a large majority of both NS and NNS supported the use of online discussion as a learning tool. The reasons given included time as well as privacy, which, unexpectedly, was an issue raised mostly by native speakers of English.
Suggested citation
Henry, P., & Li, X. (2005). Choices in asynchronous communication for postgraduate teaching students. The JALT CALL Journal, 1(1), 3–11. https://doi.org/10.29140/jaltcall.v1n1.1