Type Paper
License CC BY 4.0

Choices in asynchronous communication for postgraduate teaching students

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.

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

DOI

https://doi.org/10.29140/jaltcall.v1n1.1