Learning Related-Variables According to Online Classroom Types that Influence the General English Speaking Classroom

Abstract

The influence between the diverse learning variables affecting the academic achievement of learners according to class types should be studied extensively for the effectiveness of the Korean online general English classroom. Therefore, within the overall online non face-to-face class situation due to the prolonged COVID-19 pandemic, for 15 weeks 80 Korean university students experienced general English classes according to the non face-to-face class format. The purpose of this study was to investigate learner interactions (student-to-student vs. student-to-instructor), their motivation and satisfaction levels, and their English speaking achievement with a particular focus on lecture types (real-time Zoom classes vs. video-recorded classes). In addition, learning variables which can affect English speaking achievement and satisfaction were measured using a survey. By studying these variables, which have been insufficient so far, the intention was to provide some implications for the effective online class operation for the university general English classroom.</br>Correlation analysis, t-test, and multiple linear regression were conducted, and the results were as follows: First, students’ interaction and academic achievements showed significant correlation and student-to-student and student-to-instructor interactions showed significant correlation. However, there was not any significant correlation between student-to-student interaction and their English speaking achievement. Second, significantly different lecture types had an impact on student interactions, their learning motivation, and academic achievements, but not on their level of satisfaction. Third, there were not any significant variables affecting course satisfaction, and student-to-instructor and student-to-student interactions had a significant effect on academic achievement. The 54.4% of English speaking achievement is explained through student-to-instructor and studentto-student interactions.</br>Therefore, lecturers should take into regard the students’ diverse learning related-variables, which can affect the online English speaking class, and try to enhance the students’ satisfaction, motivation, and interaction levels. By doing so, we hope to maximize the educational effect of the online English speaking classes.