The Effect of Online Language Learning on ESP Learners' Autonomy: Exploring Students' Perceptions of Using Adobe Connect Breakout Rooms
Subject Areas : Journal of Language, Culture, and Translation
Maryam Najafi
1
(Department of English, Islamic Azad University, Shahreza Branch, Shahreza, Iran)
Mohammad Ali Heidari Shahreza
2
(Shahreza Branch, Islamic Azad University)
Saeed Ketabi
3
(university of Isfahan)
Keywords: Online synchronous learning, ESP, Learner autonomy, Collaborative language learning,
Abstract :
Online instruction utilizes emerging technologies to help language learners improve learner-related factors like autonomy, which can affect the language acquisition process. As online education programs increase, autonomous learning becomes more necessary for academic success. This explanatory sequential mixed-method study aimed at examining the effect of online (synchronous) language learning and gender on ESP learners' autonomy and exploring their perceptions of the utility of this kind of instruction in improving their autonomy. Through convenience sampling, 60 ESP learners were selected from Kashan University of Medical Sciences after checking homogeneity regarding English proficiency level. Then, they were randomly assigned to the experimental (Adobe Connect breakout rooms) and control (in-person) groups. During 13 treatment sessions, the researcher used Adobe Connect breakout rooms to provide learners with a collaborative language learning task. Quantitative and qualitative data were collected using Zhang and Li's Learner Autonomy Questionnaire and a semi-structured interview, and then they were analyzed using two-way ANCOVA and thematic analysis, respectively. The quantitative findings indicated a positive effect of virtual learning on learners' autonomy, and female learners demonstrated greater gains in autonomy within the virtual learning context. Additionally, participants praised virtual instruction for its role in fostering learner autonomy through independent learning, better decision-making, and enhanced creativity. The results may provide ESP teacher educators and curriculum developers with guiding principles regarding the utility of virtual language instruction in ESP contexts.
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