Effects of different media formats of student-provided explanations to online student-generated questions on English language learning

Abstract

The main purpose of this study is to investigate the comparative effects of text-only and media-afforded student-provided explanations to online student-generated questions on English language learning. Four eighth-grade classes (n=118) participated in this study. An online learning system was adopted to support the activity. A non-equivalent pretest-posttest quasi-experimental design was used. The results of the analysis of covariance found that students in the text-only student-provided explanations group scored significantly higher than their counterparts in the media-afforded student-provided explanations group in terms of the use of learning strategies and social presence while no statistical differences were found in English language academic achievement.