Abstract
This paper analyses the influence of the distance learning modality (synchronous/asynchronous) in the learning of anaphora in English and Spanish as foreign languages, based on the results of a course offered to Modern Language students at a Brazilian university in the first semester of 2020. Factors as the level of proficiency, type of task, and degree of motivation were also considered. Two experimental groups and one control group were compared in four written tests. English learners demonstrated a higher prior knowledge of anaphora than Spanish learners and showed the best test results. A positive and moderate correlation was found between the knowledge of anaphora, level of proficiency, and degree of motivation to study the language. Although the experimental groups made progress in the reading tests, the same did not happen in the writing tests. Finally, the difference was not significant between the two experimental groups.
Highlights
In 2020, many educational institutions around the world had to adapt their classes to the distance learning environment because of the COVID-19 (Coronavirus Disease 2019) pandemic
As explained in the introduction, this paper aims to answer whether there are differences in the learning of anaphora depending on: the distance learning modality (Q1); the foreign language studied (Q2); the assessment of reading or writing (Q3); the level of proficiency in the foreign language (Q4); and the participants’ degree of motivation (Q5)
The written debates on the forums seem to be more fruitful. As it was seen in the literature review, little research has been done on the impact of learning modalities and individual student characteristics on learning anaphoric processes in a foreign language
Summary
In 2020, many educational institutions around the world had to adapt their classes to the distance learning environment because of the COVID-19 (Coronavirus Disease 2019) pandemic. Bruscato and Baptista (2020b) have found that students and professors at different Brazilian and Portuguese universities have a negative perception about distance learning. Since it is the safest option during the pandemic, it is necessary to investigate if the synchronous or asynchronous modalities have different effects on learning outcomes. We have decided to investigate how the learning of anaphora in English and Spanish as foreign languages is affected by synchronous and asynchronous learning. It is possible that Portuguese native speakers have better outcomes when learning Spanish, since these languages are more similar
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