Presentation

Comparing Online vs. Face-to-Face Classes: A Case Study of a French Pronunciation Class

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Abstract

This study compares the outcome of a traditional face-to-face (F2F) class, taught in the spring of 2012, with its online equivalent, taught in the summer of 2013. Based on comparable assignments, results show that there are mostly no significant differences on written and oral quizzes (except for two oral quizzes) and that the evolution of students is similar in both formats. The lower performance of the online class on these two assignments may be due to the difficulty of the elements included. In these cases, the presence of the instructor as a motivator and a source of immediate feedback seems to be beneficial. In one other oral quiz though, the F2F class performed at the same level as the online class even though it is also a fairly difficult theme (liaisons). It seems, for this assignment, that the option to control one’s learning, possible in the online class, was more beneficial than the immediate feedback from the instructor,.

How to Cite:

Violin-Wigent, A., (2013) “Comparing Online vs. Face-to-Face Classes: A Case Study of a French Pronunciation Class”, Pronunciation in Second Language Learning and Teaching Proceedings 5(1).