Synchronous Vs. Asynchronous Online Language Learning Post-Covid-19
Pre-Service EFL Teachers’ Perceptions
Abstract
The concepts of EFL learners’ perceptions of online learning in current literature were generated by research conducted before and amid the COVID-19 pandemic. Due to the different status of online learning post-COVID-19, these concepts might have been unfashionable. This explanatory sequential mixed methods study aimed to uncover pre-service EFL teachers’ perceptions of asynchronous online learning (AOL) and synchronous online learning (SOL) post-COVID-19 pandemic to fill in the gap. Involving 34 pre-service EFL teachers at Universitas Kristen Indonesia, data were collected and triangulated using a survey and a semi-structured interview. The results revealed that the participants had positive perceptions of AOL and SOL. However, their perception of AOL was higher in terms of engagement, interaction, collaboration, and advantages than that of SOL. The latter was higher only in social presence, indicating the AOL’s superiority over SOL. The participants also believed that, if designed well and supported by high-quality tools, an internet connection, and bandwidth, both AOL and SOL can facilitate a robust learning environment for EFL learning and teaching. Thus, future research should focus on instructional designs of both AOL and SOL (or their combination) that can optimize their power for delivering learning materials and experiences.
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References
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Bailey, D., Almusharraf, N., & Hatcher, R. (2021). Finding satisfaction: intrinsic motivation for synchronous and asynchronous communication in the online language learning context. Education and Information Technologies, 26(3), 2563–2583. https://doi.org/10.1007/s10639-020-10369-z
Barbour, M. K., McLaren, A., & Zhang, L. (2012). It’s not that tough: Students speak about their online learning experiences. Turkish Online Journal of Distance Education, 13(2), 226–241.
Barrot, J. S., Llenares, I. I., & del Rosario, L. S. (2021). Students’ online learning challenges during the pandemic and how they cope with them: The case of the Philippines. Education and Information Technologies, 26(6), 7321–7338. https://doi.org/10.1007/s10639-021-10589-x
Bergdahl, N., Nouri, J., Fors, U., & Knutsson, O. (2020). Engagement, disengagement and performance when learning with technologies in upper secondary school. Computers and Education, 149, 103783. https://doi.org/10.1016/j.compedu.2019.103783
Bolliger, D. U., & Inan, F. A. (2012). Development and validation of the online student connectedness survey (OSCS). International Review of Research in Open and Distance Learning, 13(3), 41–65. https://doi.org/10.19173/irrodl.v13i3.1171
Bond, M., Buntins, K., Bedenlier, S., Zawacki-Richter, O., & Kerres, M. (2020). Mapping research in student engagement and educational technology in higher education: a systematic evidence map. International Journal of Educational Technology in Higher Education, 17(1), 2. https://doi.org/10.1186/s41239-019-0176-8
Cakrawati, L. M. (2017). Students’perceptions on the use of online learning platforms in EFL classroom. Elt Tech: Journal of English Language Teaching and …, 1(1), 22–30. https://ejournal.upi.edu/index.php/elttech/article/view/9428
Creswell, J. W. (2018). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (7th ed.). Pearson.
Dhull, I., & Sakshi, M. S. (2017). Online learning. International Education & Research, 3(8), 32–34. https://doi.org/10.1016/B978-0-12-818630-5.14041-2
Dixson, M. D. (2015). Measuring student engagement in the online course: the Online Student Engagement scale (OSE).(Section II: Faculty Attitudes and Student Engagement)(Report). Online Learning Journal (OLJ), 19(4), 143.
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Fortanet-Gómez, I., & Ruiz-Madrid, N. (2023). Adapting English Language Teaching: Moving Online During the COVID-19 Crisis. In M.-M. Suárez & W. M. El-Henawy (Eds.), Optimizing Online English Language Learning and Teaching (1st ed., pp. 11–30). Springer.
Giday, D. G., & Perumal, E. (2024). Students’ perception of attending online learning sessions post-pandemic. Social Sciences and Humanities Open, 9(June 2023), 100755. https://doi.org/10.1016/j.ssaho.2023.100755
Gunawardena, C. N., & Zittle, F. J. (1997). Social presence as a predictor of satisfaction within a computer–mediated conferencing environment. International Journal of Phytoremediation, 21(1), 8–26. https://doi.org/10.1080/08923649709526970
Hamid, B., Faroukh, A., & Mhammadhosein, B. (2013). Nursing students’ perceptions of their educational environment based on DREEM model in an Iranian university. Malaysian Journal of Medical Sciences, 20(4), 55–62. www.mjms.usm.my
Hazaymeh, W. A. (2021). EFL students’ perceptions of online distance learning for enhancing English language learning during Covid-19 Pandemic. International Journal of Instruction, 14(3), 501–518. https://doi.org/10.29333/iji.2021.14329a
Hrastinski, S. (2008). Asynchronous and synchronous e-Learning. EDUCAUSE Quarterly, 31(4), 51–55. https://doi.org/10.1080/00071667608416307
Islam, N., Beer, M., & Slack, F. (2015). E-Learning Challenges Faced by Academics in Higher Education: A Literature Review. Journal of Education and Training Studies, 3(5), 102–112. https://doi.org/10.11114/jets.v3i5.947
Karaaslan, H., Kilic, N., Guven-Yalcin, G., & Gullu, A. (2018). Students ’ reflections on vocabulary learning through synchronous and asynchronous games and activities. Turkish Online Journal of Distance Education, 19(July), 53–70.
Kocak, A., & Yuksek, O. (2019). Group-Based Communication: Contents And Practices Of Whatsapp Group Use. 9(4). https://doi.org/10.33422/icarsh.2019.03.188
Mannopovna, J. O. (2019). Psychological and pedagogical foundations of the formation of the artistic perception of students in secondary schools. European Journal of Research and Reflection in Educational Sciences, 7(10), 9–14.
Martin, F., & Bolliger, D. U. (2018). Engagement matters: Student perceptions on the importance of engagement strategies in the online learning environment. Online Learning, 22(1), 205–222. https://doi.org/https://doi.org/10.24059/olj.v22i1.1092
Mckerlich, R., Riis, M., Anderson, T., & Eastman, B. (2011). Student perceptions of teaching presence , social presence , and cognitive presence in a virtual world. MERLOT Journal of Online Learning and Teaching, 7(3), 324–336.
Meşe, E., & Sevilen, Ç. (2021). Factors influencing EFL students’ motivation in online learning: A qualitative case study. Journal of Educational Technology & Online Learning, 4(1), 11–22.
Mu’in, F., Mariani, N., Nasrullah, N., & Amelia, R. (2023). EFL Students’ perception on e-learning in post-pandemic: Assessment, learning Outcome, evaluation & problem Faced. Utamax : Journal of Ultimate Research and Trends in Education, 5(1), 22–32. https://doi.org/10.31849/utamax.v5i1.11615
Muthuprasad, T., Aiswarya, S., Aditya, K. S., & Jha, G. K. (2021). Students’ perception and preference for online education in India during COVID -19 pandemic. Social Sciences and Humanities Open, 3(1). https://doi.org/https://doi.org/10.1016/j.ssaho.2020.100101
Namaziandost, E., & Nasri, M. (2019). The Impact of Social Media on EFL Learners’ Speaking Skill: A Survey Study Involving EFL Teachers and Students. Journal of Applied Linguistics and Language Research, 6(3), 199–215.
Nguyen, T., Netto, C. L. M., Wilkins, J. F., Bröker, P., Vargas, E. E., Sealfon, C. D., Puthipiroj, P., Li, K. S., Bowler, J. E., Hinson, H. R., Pujar, M., & Stein, G. M. (2021). Insights into students’ experiences and perceptions of remote learning methods: from the Covid-19 pandemic to best practice for the future. Frontiers in Education, 6, 1–9. https://doi.org/10.3389/feduc.2021.647986
O’Rourke, B., & Stickler, U. (2017). Synchronous communication technologies for language learning: Promise & challenges in research & pedagogy. Language Learning in Higher Education, 7(1), 1–20. https://doi.org/10.1515/cercles-2017-0009
Olha, B. (2021). Synchronous and asynchronous e-learning modes: Strategies , methods , oblectives.
Özdal, R., Yukselir, C., & Akarsu, O. (2021). Foreign language learners’ perceptions and preferences of synchronous and asynchronous online language learning during COVID-19 pandemic. Journal of Graduate School of Social Sciences, 25(2), 699–715.
Palvia, S., Aeron, P., Gupta, P., Mahapatra, D., Parida, R., Rosner, R., & Sindhi, S. (2018). Online education: Worldwide status, challenges, trends, and implications. Journal of Global Information Technology Management, 21(4), 233–241. https://doi.org/10.1080/1097198X.2018.1542262
Pardede, P. (2019). Pre-service EFL teachers’ perception of Edmodo use as a complementary learning tool. In P. Pardede (Ed.), EFL Theory & Practice: Voice of EED UKI (pp. 29–41).
Rahman, A., Islam, M. S., Ahmed, N. A. M. F., & Islam, M. M. (2023). Students’ perceptions of online learning in higher secondary education in Bangladesh during COVID-19 pandemic. Social Sciences and Humanities Open, 8(1), 100646. https://doi.org/10.1016/j.ssaho.2023.100646
Resnik, P., & Dewaele, J.-M. (2019). Learner emotions, autonomy and trait emotional intelligence in ‘in-person’ versus emergency remote English foreign language teaching in Europe. Applied Linguistics Review, 14(3), 473–501. https://doi.org/https://doi.org/10.1515/applirev-2020-0096
Russell, V., & Murphy-Judy, K. (2020). Teaching Language Online. Routledge. https://doi.org/https://dx.doi.org/10.4324/9780429426483
Salama, R., & Hinton, T. (2023). Online higher education: Current landscape and future trends. Journal of Further and Higher Education, 47(7), 913–924. https://doi.org/10.1080/0309877X.2023.2200136
Sato, S. N., Condes Moreno, E., Rubio-Zarapuz, A., Dalamitros, A. A., Yañez-Sepulveda, R., Tornero-Aguilera, J. F., & Clemente-Suárez, V. J. (2024). Navigating the New Normal: Adapting Online and Distance Learning in the Post-Pandemic Era. Education Sciences, 14(1). https://doi.org/10.3390/educsci14010019
Singh, V., & Thurman, A. (2019). How many ways can we define online learning? A systematic literature review of definitions of online learning (1988-2018). American Journal of Distance Education, 33(4), 289–306. https://doi.org/10.1080/08923647.2019.1663082
Tshering, D., & Tshering, K. (2022). Students’ perceptions towards the quality of online learning during the Covid-19 lockdown: A quantitative study. Bhutan Journal of Research and Development, 11(2), 145–169. https://doi.org/10.17102/bjrd.rub.11.2.036
Vrasidas, C., & McIsaac, M. S. (1999). Factors influencing interaction in an online course. International Journal of Phytoremediation, 21(1), 22–36. https://doi.org/10.1080/08923649909527033
Yamagata-lynch, L. C. (2014). Blending online asynchronous and synchronous learning. The International Review of Research in Open and Distributed Learning, 15(2), 189–212. https://doi.org/https://doi.org/10.19173/irrodl.v15i2.1778
Zahara, A., & Carbiriena, S. (2022). Students ’ perception on synchronous and asynchronous Learning at Indonesian English translation of English Education Department at Universitas Negeri Padang. Journal of English Language Teaching, 11(3), 269–279. https://doi.org/10.24036/jelt.v11i3.119317
Baber, H. (2020). Determinants of students’ perceived learning outcome and satisfaction in online learning during the pandemic of Cobid-19. Journal of Education and E-Learning Research, 7(3), 285–292. https://doi.org/10.20448/JOURNAL.509.2020.73.285.292
Bailey, D., Almusharraf, N., & Hatcher, R. (2021). Finding satisfaction: intrinsic motivation for synchronous and asynchronous communication in the online language learning context. Education and Information Technologies, 26(3), 2563–2583. https://doi.org/10.1007/s10639-020-10369-z
Barbour, M. K., McLaren, A., & Zhang, L. (2012). It’s not that tough: Students speak about their online learning experiences. Turkish Online Journal of Distance Education, 13(2), 226–241.
Barrot, J. S., Llenares, I. I., & del Rosario, L. S. (2021). Students’ online learning challenges during the pandemic and how they cope with them: The case of the Philippines. Education and Information Technologies, 26(6), 7321–7338. https://doi.org/10.1007/s10639-021-10589-x
Bergdahl, N., Nouri, J., Fors, U., & Knutsson, O. (2020). Engagement, disengagement and performance when learning with technologies in upper secondary school. Computers and Education, 149, 103783. https://doi.org/10.1016/j.compedu.2019.103783
Bolliger, D. U., & Inan, F. A. (2012). Development and validation of the online student connectedness survey (OSCS). International Review of Research in Open and Distance Learning, 13(3), 41–65. https://doi.org/10.19173/irrodl.v13i3.1171
Bond, M., Buntins, K., Bedenlier, S., Zawacki-Richter, O., & Kerres, M. (2020). Mapping research in student engagement and educational technology in higher education: a systematic evidence map. International Journal of Educational Technology in Higher Education, 17(1), 2. https://doi.org/10.1186/s41239-019-0176-8
Cakrawati, L. M. (2017). Students’perceptions on the use of online learning platforms in EFL classroom. Elt Tech: Journal of English Language Teaching and …, 1(1), 22–30. https://ejournal.upi.edu/index.php/elttech/article/view/9428
Creswell, J. W. (2018). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (7th ed.). Pearson.
Dhull, I., & Sakshi, M. S. (2017). Online learning. International Education & Research, 3(8), 32–34. https://doi.org/10.1016/B978-0-12-818630-5.14041-2
Dixson, M. D. (2015). Measuring student engagement in the online course: the Online Student Engagement scale (OSE).(Section II: Faculty Attitudes and Student Engagement)(Report). Online Learning Journal (OLJ), 19(4), 143.
Fabriz, S., Mendzheritskaya, J., & Stehle, S. (2021). Impact of synchronous and asynchronous settings of online teaching and learning in higher education on students’ learning experience during COVID-19. Frontiers in Psychology, 12(October). https://doi.org/10.3389/fpsyg.2021.733554
Favale, T., Soro, F., Trevisan, M., Drago, I., & Mellia, M. (2020). Campus traffic and e-Learning during COVID-19 pandemic. Computer Networks, 176(April). https://doi.org/10.1016/j.comnet.2020.107290
Fortanet-Gómez, I., & Ruiz-Madrid, N. (2023). Adapting English Language Teaching: Moving Online During the COVID-19 Crisis. In M.-M. Suárez & W. M. El-Henawy (Eds.), Optimizing Online English Language Learning and Teaching (1st ed., pp. 11–30). Springer.
Giday, D. G., & Perumal, E. (2024). Students’ perception of attending online learning sessions post-pandemic. Social Sciences and Humanities Open, 9(June 2023), 100755. https://doi.org/10.1016/j.ssaho.2023.100755
Gunawardena, C. N., & Zittle, F. J. (1997). Social presence as a predictor of satisfaction within a computer–mediated conferencing environment. International Journal of Phytoremediation, 21(1), 8–26. https://doi.org/10.1080/08923649709526970
Hamid, B., Faroukh, A., & Mhammadhosein, B. (2013). Nursing students’ perceptions of their educational environment based on DREEM model in an Iranian university. Malaysian Journal of Medical Sciences, 20(4), 55–62. www.mjms.usm.my
Hazaymeh, W. A. (2021). EFL students’ perceptions of online distance learning for enhancing English language learning during Covid-19 Pandemic. International Journal of Instruction, 14(3), 501–518. https://doi.org/10.29333/iji.2021.14329a
Hrastinski, S. (2008). Asynchronous and synchronous e-Learning. EDUCAUSE Quarterly, 31(4), 51–55. https://doi.org/10.1080/00071667608416307
Islam, N., Beer, M., & Slack, F. (2015). E-Learning Challenges Faced by Academics in Higher Education: A Literature Review. Journal of Education and Training Studies, 3(5), 102–112. https://doi.org/10.11114/jets.v3i5.947
Karaaslan, H., Kilic, N., Guven-Yalcin, G., & Gullu, A. (2018). Students ’ reflections on vocabulary learning through synchronous and asynchronous games and activities. Turkish Online Journal of Distance Education, 19(July), 53–70.
Kocak, A., & Yuksek, O. (2019). Group-Based Communication: Contents And Practices Of Whatsapp Group Use. 9(4). https://doi.org/10.33422/icarsh.2019.03.188
Mannopovna, J. O. (2019). Psychological and pedagogical foundations of the formation of the artistic perception of students in secondary schools. European Journal of Research and Reflection in Educational Sciences, 7(10), 9–14.
Martin, F., & Bolliger, D. U. (2018). Engagement matters: Student perceptions on the importance of engagement strategies in the online learning environment. Online Learning, 22(1), 205–222. https://doi.org/https://doi.org/10.24059/olj.v22i1.1092
Mckerlich, R., Riis, M., Anderson, T., & Eastman, B. (2011). Student perceptions of teaching presence , social presence , and cognitive presence in a virtual world. MERLOT Journal of Online Learning and Teaching, 7(3), 324–336.
Meşe, E., & Sevilen, Ç. (2021). Factors influencing EFL students’ motivation in online learning: A qualitative case study. Journal of Educational Technology & Online Learning, 4(1), 11–22.
Mu’in, F., Mariani, N., Nasrullah, N., & Amelia, R. (2023). EFL Students’ perception on e-learning in post-pandemic: Assessment, learning Outcome, evaluation & problem Faced. Utamax : Journal of Ultimate Research and Trends in Education, 5(1), 22–32. https://doi.org/10.31849/utamax.v5i1.11615
Muthuprasad, T., Aiswarya, S., Aditya, K. S., & Jha, G. K. (2021). Students’ perception and preference for online education in India during COVID -19 pandemic. Social Sciences and Humanities Open, 3(1). https://doi.org/https://doi.org/10.1016/j.ssaho.2020.100101
Namaziandost, E., & Nasri, M. (2019). The Impact of Social Media on EFL Learners’ Speaking Skill: A Survey Study Involving EFL Teachers and Students. Journal of Applied Linguistics and Language Research, 6(3), 199–215.
Nguyen, T., Netto, C. L. M., Wilkins, J. F., Bröker, P., Vargas, E. E., Sealfon, C. D., Puthipiroj, P., Li, K. S., Bowler, J. E., Hinson, H. R., Pujar, M., & Stein, G. M. (2021). Insights into students’ experiences and perceptions of remote learning methods: from the Covid-19 pandemic to best practice for the future. Frontiers in Education, 6, 1–9. https://doi.org/10.3389/feduc.2021.647986
O’Rourke, B., & Stickler, U. (2017). Synchronous communication technologies for language learning: Promise & challenges in research & pedagogy. Language Learning in Higher Education, 7(1), 1–20. https://doi.org/10.1515/cercles-2017-0009
Olha, B. (2021). Synchronous and asynchronous e-learning modes: Strategies , methods , oblectives.
Özdal, R., Yukselir, C., & Akarsu, O. (2021). Foreign language learners’ perceptions and preferences of synchronous and asynchronous online language learning during COVID-19 pandemic. Journal of Graduate School of Social Sciences, 25(2), 699–715.
Palvia, S., Aeron, P., Gupta, P., Mahapatra, D., Parida, R., Rosner, R., & Sindhi, S. (2018). Online education: Worldwide status, challenges, trends, and implications. Journal of Global Information Technology Management, 21(4), 233–241. https://doi.org/10.1080/1097198X.2018.1542262
Pardede, P. (2019). Pre-service EFL teachers’ perception of Edmodo use as a complementary learning tool. In P. Pardede (Ed.), EFL Theory & Practice: Voice of EED UKI (pp. 29–41).
Rahman, A., Islam, M. S., Ahmed, N. A. M. F., & Islam, M. M. (2023). Students’ perceptions of online learning in higher secondary education in Bangladesh during COVID-19 pandemic. Social Sciences and Humanities Open, 8(1), 100646. https://doi.org/10.1016/j.ssaho.2023.100646
Resnik, P., & Dewaele, J.-M. (2019). Learner emotions, autonomy and trait emotional intelligence in ‘in-person’ versus emergency remote English foreign language teaching in Europe. Applied Linguistics Review, 14(3), 473–501. https://doi.org/https://doi.org/10.1515/applirev-2020-0096
Russell, V., & Murphy-Judy, K. (2020). Teaching Language Online. Routledge. https://doi.org/https://dx.doi.org/10.4324/9780429426483
Salama, R., & Hinton, T. (2023). Online higher education: Current landscape and future trends. Journal of Further and Higher Education, 47(7), 913–924. https://doi.org/10.1080/0309877X.2023.2200136
Sato, S. N., Condes Moreno, E., Rubio-Zarapuz, A., Dalamitros, A. A., Yañez-Sepulveda, R., Tornero-Aguilera, J. F., & Clemente-Suárez, V. J. (2024). Navigating the New Normal: Adapting Online and Distance Learning in the Post-Pandemic Era. Education Sciences, 14(1). https://doi.org/10.3390/educsci14010019
Singh, V., & Thurman, A. (2019). How many ways can we define online learning? A systematic literature review of definitions of online learning (1988-2018). American Journal of Distance Education, 33(4), 289–306. https://doi.org/10.1080/08923647.2019.1663082
Tshering, D., & Tshering, K. (2022). Students’ perceptions towards the quality of online learning during the Covid-19 lockdown: A quantitative study. Bhutan Journal of Research and Development, 11(2), 145–169. https://doi.org/10.17102/bjrd.rub.11.2.036
Vrasidas, C., & McIsaac, M. S. (1999). Factors influencing interaction in an online course. International Journal of Phytoremediation, 21(1), 22–36. https://doi.org/10.1080/08923649909527033
Yamagata-lynch, L. C. (2014). Blending online asynchronous and synchronous learning. The International Review of Research in Open and Distributed Learning, 15(2), 189–212. https://doi.org/https://doi.org/10.19173/irrodl.v15i2.1778
Zahara, A., & Carbiriena, S. (2022). Students ’ perception on synchronous and asynchronous Learning at Indonesian English translation of English Education Department at Universitas Negeri Padang. Journal of English Language Teaching, 11(3), 269–279. https://doi.org/10.24036/jelt.v11i3.119317
Published
2024-12-31
How to Cite
PARDEDE, Parlindungan; ANGELIANAWATI, Luh.
Synchronous Vs. Asynchronous Online Language Learning Post-Covid-19.
Pioneer: Journal of Language and Literature, [S.l.], v. 16, n. 2, p. 128-147, dec. 2024.
ISSN 2655-8718.
Available at: <https://unars.ac.id/ojs/index.php/pioneer/article/view/4227>. Date accessed: 03 apr. 2025.
doi: https://doi.org/10.36841/pioneer.v16i2.4227.
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