A Study on Native English Instructors’ Experience with Online Asynchronous and Synchronous Classes

Abstract

The purpose of this study was to investigate the experiences of English instructors in terms of asynchronous classes and synchronous classes during the COVID-19 pandemic. To this end, an online survey was conducted regarding the methods of each type of class in terms of strengths and weaknesses, class activities, assignments, quizzes, midterm exams, and communication tools. A total of 19 native English-speaking college instructors participated in the survey. The results of this study showed that the instructors pointed out the low level of learner participation among the students for both types of class, and that they recognized the different strengths and weaknesses of each class type. The advantages of LMS-based classes were that students were able to learn in a self-directed manner and the instructors could easily manage their classes. The disadvantages were that it was impossible for the students and the instructors to interact in real-time, and that it was difficult to build rapport with the learners and to motivate them as well. Therefore, the LMS-based method needs to be mixed with face-to-face classes or online synchronous classes.<br/> The perceived advantages of Zoom-based classes according to the instructors were that interaction, English practice opportunities, and class material sharing was possible in real-time. The disadvantages were that it was difficult for instructors to generate participation among the learners, and to reduce their level of “Zoom fatigue.” To cope with these issues, instructors used several strategies in order to get their students to turn on their cameras and to engage more actively in the class. In the LMS classes, learning activities were used to give chances to the students for self-directed learning, while in the Zoom classes the students were encouraged to participate in real-time. Quizzes were used to check the progress of the learners in the LMS classes, whereas in the Zoom classes, the students were given real-time speaking opportunities to practice their English skills. There was no significant difference between the two types of classes in regards to homework nor the type of midterm tests that were given. However, the communication tool was used more frequently in the asynchronous classes. The results of this study have implications for instructors, and should be taken into consideration when they are designing their online classes in the future.