Online Learning Platforms on Efl Students’ Learning Intensity and Frequency

Abstract

This The present study analyzed the role of online learning schemes in influencing EFL students’ learning time and frequency, supporting the assertion that more work on the existing engagement of the learners as well as their outcomes is necessary. Given the level of technology in the current world and the trend of going online, this study adds value by exploring the use of technology as opposed to more conventional techniques. The study utilized a mixed-method research approach combining both quantitative and qualitative research with a quasi-experimental design involving 190 university participants which made up a control group receiving instructional delivery through conventional methods while the experimental group made use of online platforms. Research Instruments include the validated questionnaire and semi-structured interviews in which quantitative data was analyzed using independent sample t-test while qualitative data was analyzed in an iterative manner. The findings show that the experimental group experienced, relative to the control group, a higher level mean score in terms of the learning intensity and the learning frequency (mean = 81.51 vs mean= 64.58) with a Sig. (2-tailed) p equal to 0.000. Preferences showed Moodle as the most popular platform used (34.21 %), next YouTube (25.26%), and the main reason for the choice of the platform was ease of use (50.53%) and Completeness of learning materials (23.68%). YouTube was perceived as the best platform for learning (38.95%) followed by Quipper (21.05%) and Podcasts (18.42%) for effective learning. It has been asserted in this study that the introduction of these platforms into the EFL teaching process will result in an improvement of both learning achievements as well as the involvement of the students.