The Effects of synchronous and asynchronous web-based learning in task-based instruction on English language learning achievement of undergraduate students

Abstract

This study aimed to investigate the effects of synchronous (SL) and asynchronous (ASL) Web-based learning (WBI) in task-based instruction (TBI) on English language learning achievement of undergraduate students at Kasetsart University. Two types of tasks, convergent and divergent tasks, were implemented in this study. The experiment was conducted in the first academic year 2005 with 102 subjects who enrolled in the course “English for Ground and In-flight Attendants” at Kasetsart University, Bangkhen and Kamphangsaen Campus. The subjects were randomly assigned into two treatment groups for convergent tasks and divergent tasks. Repeated measures treatments were given in synchronous and synchronous Web learning environments. A repeated measures two-way analysis of variance (ANOVA) was conducted to analyze the data from the achievement test. The findings revealed that no significant difference was found in the achievement scores of the convergent and the divergent groups at the 0.05 level; however, a significant difference was found between the synchronous and asynchronous WBI at the 0.05 level. The achievement scores indicated that the synchronous WBI was better than asynchronous WBI. Furthermore, no interaction effect was found between TBI and WBI at the 0.05 significant level.