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An Experimental Study of Cyber Face-to-Face vs. Cyber Text-Based English Tutorial Programs for Low-Achieving University Students

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Bibliographic Details
Title: An Experimental Study of Cyber Face-to-Face vs. Cyber Text-Based English Tutorial Programs for Low-Achieving University Students
Language: English
Authors: Wu, Ejean, Lin, Wen-Chuan, Yang, Shu Ching
Source: Computers & Education. Apr 2013 63:52-61.
Availability: Elsevier. 3251 Riverport Lane, Maryland Heights, MO 63043. Tel: 800-325-4177; Tel: 314-447-8000; Fax: 314-447-8033; e-mail: JournalCustomerService-usa@elsevier.com; Web site: http://www.elsevier.com
Peer Reviewed: Y
Physical Description: PDF
Page Count: 10
Publication Date: 2013
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Tutorial Programs, Electronic Learning, Videoconferencing, Grammar, English, Student Motivation, Low Achievement, College Students, Teacher Student Relationship, Student Experience, Student Attitudes, Instructional Effectiveness
DOI: 10.1016/j.compedu.2012.11.018
ISSN: 0360-1315
Abstract: This study examines the effects of two types of e-tutoring interventions (text-based vs. face-to-face videoconferencing, TB vs. F2F) on the grammar performance and motivation of low-achieving students. The study investigates the patterns of interaction between tutors and students in both platforms, including the manner in which tutors and students engage during the tutoring sessions. The students' experiences and perceptions of e-tutoring interventions are also explored. The findings reveal that although the two modes of tutoring were equally effective (both groups showed improvement in their grammar performance, with no discernible difference between the two groups), the F2F group members overcame their negative feelings toward English to a greater extent than the TB group members. Interestingly, although the findings reveal that the TB tutors engaged in more tutoring strategies than the F2F tutors, the F2F students perceived more self-improvement in their English performance and were more likely to evaluate the tutors and the e-tutoring program positively than the TB group. The paper concludes by offering some recommendations for future studies on different tutoring modes using computer conferencing. (Contains 1 figure and 5 tables.)
Abstractor: As Provided
Entry Date: 2013
Accession Number: EJ1007858
Database: ERIC
Description
Abstract:This study examines the effects of two types of e-tutoring interventions (text-based vs. face-to-face videoconferencing, TB vs. F2F) on the grammar performance and motivation of low-achieving students. The study investigates the patterns of interaction between tutors and students in both platforms, including the manner in which tutors and students engage during the tutoring sessions. The students' experiences and perceptions of e-tutoring interventions are also explored. The findings reveal that although the two modes of tutoring were equally effective (both groups showed improvement in their grammar performance, with no discernible difference between the two groups), the F2F group members overcame their negative feelings toward English to a greater extent than the TB group members. Interestingly, although the findings reveal that the TB tutors engaged in more tutoring strategies than the F2F tutors, the F2F students perceived more self-improvement in their English performance and were more likely to evaluate the tutors and the e-tutoring program positively than the TB group. The paper concludes by offering some recommendations for future studies on different tutoring modes using computer conferencing. (Contains 1 figure and 5 tables.)
ISSN:0360-1315
DOI:10.1016/j.compedu.2012.11.018