Computer Science editorial
Open AccessOA2024
Exploring Undergraduate Students' Learning Experience and Engagement in Synchronous Online Teaching Supported by Corpus-Based Language Pedagogy
This study investigates the effectiveness of a synchronous online learning environment infused with corpus-based language pedagogy (CBLP) for university-level writing classes, identifying factors that influence lesson effectiveness and proposing pedagogical adjustments.
L. Cheung; Qing Ma; Daner Sun· Research and Practice in Technology Enhanced Learning· 2024· DOI 10.58459/rptel.2025.20018
The core problem
As technological advancements and internet accessibility expand, synchronous online teaching emerges as a valuable avenue in education, providing benefits for both educators and learners. Despite its potential, there is limited research in language education on leveraging synchronous online platforms to enhance students’ writing skills. This study addresses this gap by creating a synchronous online learning environment infused with corpus-based language pedagogy (CBLP) for university-level writing classes. A language teacher and 22 Social Sciences undergraduates participated in this project.
Innovation
The study employed a qualitative research design. A language teacher and 22 Social Sciences undergraduates participated in a synchronous online writing course that integrated corpus-based language pedagogy (CBLP). Data were collected through interviews with the teacher and students, as well as online class interaction data. The analysis focused on factors influencing lesson effectiveness, examining both teacher and student perspectives on challenges faced.
Introduction
As technological advancements and internet accessibility expand, synchronous online teaching emerges as a valuable avenue in education, providing benefits for both educators and learners. Despite its potential, there is limited research in language education on leveraging synchronous online platforms to enhance students’ writing skills. This study addresses this gap by creating a synchronous online learning environment infused with corpus-based language pedagogy (CBLP) for university-level writing classes. A language teacher and 22 Social Sciences undergraduates participated in this project.
Why it matters
The study discusses the pedagogical implications of these challenges, proposing solutions and adjustments to enhance the teaching and learning experiences associated with CBLP in a fully online educational environment. Recommendations include providing technical support, designing interactive corpus-based tasks, and fostering a community of inquiry to improve engagement and learning outcomes.
Who should read this
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