Module 06: Research Proposal English Language & Teaching Methodologies The object of teaching a child is to enable him to get along without a teacher.” Elbert Hubbard 1|Page GRATIA PIERIS Module 06 English Language & Teaching Methodologies Title: A Comparative Analysis of Online and Classroom-based English Language Teaching 2|Page GRATIA PIERIS Module 06 English Language & Teaching Methodologies Thesis Title This compares online English training with traditional classroom instruction, analysing its benefits, drawbacks, and effectiveness in enhancing the classroom environment. Abstract: The purpose of this study proposal is to examine the advantages and disadvantages of online English training over traditional classroom settings. The influence of technology improvements on language learning, student participation, and teacher-student relationships will all be investigated in this project. Using an extensive literature analysis and empirical research, this study aims to add to the current conversation on how English language education is changing. Schedule flexibility is a benefit of online learning. Different schedules may be accommodated more easily when teachers and students can connect from different time zones. Personalised learning experiences can be facilitated by online platforms. It is easier for teachers to adapt classes to the needs of each individual student. 3|Page GRATIA PIERIS Module 06 English Language & Teaching Methodologies Acknowledgment I would like to sincerely thank Ms. Clare Fernando, my lecturer, for her mentorship, advice, and unwavering support while I developed this study project. I would like to thank my colleagues and fellow researchers for their collaborative discussions, as well as my friends and family for their unwavering support and understanding during the difficult phases of this research endeavour. Additionally, I am grateful to St. George International Teacher Training Institute for providing the facilities, resources, and ethical considerations necessary for the development of this research proposal. I want to sincerely thank everyone that helped to shape this study proposal and for their crucial support. This study proposal is the product of many people's efforts, and I really thank everyone who contributed, either directly or indirectly. 4|Page GRATIA PIERIS Module 06 English Language & Teaching Methodologies Table of Contents Introduction: ........................................................................................................................................ 6 1.1 Background: ..................................................................................................................................... 6 1.2 Statement of the Problem: ................................................................................................................ 7 1.3 Objectives of the Study: ................................................................................................................... 7 1.4 Research Questions .......................................................................................................................... 7 1.5 Significance of the Study ................................................................................................................. 8 Literature Review: ............................................................................................................................... 9 2.1 Theoretical Framework: ................................................................................................................... 9 2.2 Review of Related Literature ........................................................................................................... 9 Methodology: ...................................................................................................................................... 10 3.1 Research Design: ........................................................................................................................... 10 3.2 Participants:.................................................................................................................................... 10 3.3 Instruments ..................................................................................................................................... 10 3.4 Data Collection Procedures: .......................................................................................................... 10 3.5 Data Analysis: ................................................................................................................................ 10 Conclusion: ......................................................................................................................................... 11 References ........................................................................................................................................... 12 Declaration of Originality Form ....................................................................................................... 13 5|Page GRATIA PIERIS Module 06 English Language & Teaching Methodologies Introduction: The increasing integration of digital technology has caused a revolutionary change in the everchanging environment of education, particularly in the teaching of English. The idea that the classroom is the only setting in which learning can occur has been challenged by the emergence of online platforms, which present both new opportunities and difficulties for language instructors. The need for efficient language instruction has increased as English has established itself as the universal language, leading educators to look into non-traditional teaching approaches outside of traditional classroom settings. The purpose of this study proposal is to compare the efficacy of online English training to that of traditional classroom instruction. The study intends to offer important insights into the advantages, disadvantages, and general effectiveness of both techniques. It acknowledges the significant influence of technology improvements on educational practises. This investigation will add to the current conversation about the relationship between technology and language instruction by tackling important research concerns. 1.1 Background: The conventional classroom has long been the mainstay of English language training because of its in-person contacts and face-to-face interactions. But the emergence of internet platforms has put this traditional paradigm to the test by creating new, cross-border learning opportunities. Online teaching has become widely used due to its simplicity and accessibility, which begs important concerns regarding how it affects pedagogical practises and language learning results. Teaching English incorporates more than just imparting language knowledge; it also fosters critical thinking, cultural awareness, and the development of communication skills. Examining how well online English instruction fosters these many facets of language acquisition is crucial as educators traverse this digital frontier. Furthermore, for the purpose of making well-informed decisions on educational policy and practise, it is important to comprehend the potential and difficulties present in both traditional and online classroom environments. However, the outcomes can be profoundly transformative for education if the email classroom connection activities are properly included into the continuing framework of homework and student classroom engagement. (1995a, Warschauer 955) 6|Page GRATIA PIERIS Module 06 English Language & Teaching Methodologies 1.2 Statement of the Problem: Online platforms are becoming a competitive alternative to traditional classroom settings in language instruction due to the advancement of educational technologies. The purpose of this study is to evaluate the efficacy of traditional classroom education with online instruction in teaching English. Pedagogical efficacy, communication and interaction, technology integration, student motivation and satisfaction, obstacles and constraints, and accessibility and adaptation are important concerns. The results will help curriculum authors, educators, and legislators understand the advantages and disadvantages of each strategy, which will improve English language teaching practises in a time when technology is advancing at an accelerated rate. The goal of the study is to offer insightful information about the advantages and disadvantages of online English learning over traditional classroom instruction. 1.3 Objectives of the Study: This research endeavours to achieve the following objectives: a) Investigate the impact of online English language instruction on student learning outcomes. b) Comparing the student engagement and satisfaction between online and classroom settings. c) Explore the perceptions of instructors regarding the strengths and challenges of each mode. By addressing these objectives, this research aims to provide a comprehensive understanding of the nuances surrounding the teaching of English online as compared to traditional classroom instruction. The findings are expected to contribute meaningfully to educational practices, providing guidance for educators navigating the dynamic intersection of technology and language education. 1.4 Research Questions a) How do learning outcomes in English language proficiency differ between online and classroom instruction? b) What are the factors influencing student engagement and satisfaction in online and classroom settings? c) How do instructors perceive the advantages and challenges of teaching English online as compared to a traditional classroom? These research questions aim to explore various dimensions of the teaching of English online compared to traditional classroom instruction, providing a comprehensive understanding of the strengths, challenges, and overall effectiveness of each approach. 7|Page GRATIA PIERIS Module 06 English Language & Teaching Methodologies 1.5 Significance of the Study The purpose of this study is to assess the efficacy of teaching English in traditional classroom settings vs. online, offering evidence-based insights to curriculum creators, educators, and policymakers to improve the quality of English language training. The transition to remote learning demands a reassessment of instructional strategies. 8|Page GRATIA PIERIS Module 06 English Language & Teaching Methodologies Literature Review: 2.1 Theoretical Framework: The study proposal analyses online English instruction using a constructivist and connectivism perspective. Constructivism places more emphasis on social interactions and the socio-cultural milieu, whereas connectivism emphasises digital networks, collaborative learning, and technological integration. It is proposed that connectivism-based online English instruction will improve students' language skills by utilising a variety of digital networks, multimedia materials, and real-world language use. 2.2 Review of Related Literature It has been discovered that online language instruction is just as successful in promoting language acquisition as traditional classroom instruction, and its flexibility allows for customised learning opportunities. On the other hand, some components of language acquisition may suffer from the lack of in-person encounters. Research has focused on communication and engagement in online language instruction, with well-crafted exercises promoting deep connections. There have been studies on the potential transformational impacts of technological integration in language instruction, as well as worries about over-reliance. Effective education must include factors that motivate and satisfy students, and online learning fosters learner autonomy. The digital divide, technological issues, and doubts over the validity of online tests are some of the obstacles and constraints. Other crucial elements are adaptability and accessibility; online platforms provide flexibility but raise questions around technological accessibility. The proposed study uses a theoretical framework that combines constructivism and connectivism to comprehensively investigate online English instruction in an effort to add to the body of knowledge already in existence. 9|Page GRATIA PIERIS Module 06 English Language & Teaching Methodologies Methodology: 3.1 Research Design: This study will employ a mixed-methods approach, combining quantitative surveys and qualitative interviews. Participants will include both online and classroom English language learners, as well as instructors from various educational institutions. 3.2 Participants: a) English language learners from high school or college. b) Instructors with experience in both online and classroom instruction. 3.3 Instruments a) Quantitative Instruments: Standardized English proficiency tests. Surveys to measure student engagement and satisfaction. b) Qualitative Instruments: Interviews with instructors. Focus group discussions with students. 3.4 Data Collection Procedures: Quantitative data will be collected through surveys assessing language proficiency, satisfaction, and perceived effectiveness. Qualitative data will be gathered through in-depth interviews with students and teachers to explore experiences and perceptions. 3.5 Data Analysis: Quantitative data will be analysed using statistical methods, while qualitative data will be subjected to thematic analysis. The study's validity and reliability will be improved by the triangulation of its findings. Expected Results: Anticipated outcomes include insights into the comparative effectiveness of online and classroombased English language teaching, a nuanced understanding of advantages and challenges, and recommendations for optimizing both approaches. GRATIA PIERIS Module 06 10 | P a g e English Language & Teaching Methodologies Conclusion: To sum up with, by illuminating the changing face of online education and its effects on language learning, this study seeks to make a significant contribution to the continuing conversation on English language education. The results will help scholars, educators, and legislators who are trying to determine the best ways to teach languages in the digital era. To sum up, there are benefits and drawbacks to both in-person and virtual learning environments. The decision between them is frequently influenced by elements like the learning objectives, the instructor and students' preferences, and the resources that are accessible. In order to maximise the advantages of both the online and classroom contexts, a lot of instructors nowadays combine the two methods. GRATIA PIERIS Module 06 11 | P a g e English Language & Teaching Methodologies References c) Al-Maqtri, M. A. T. (2014, July 1). How Effective is E-learning in Teaching English? : A Case Study. ResearchGate. https://www.researchgate.net/publication/316158487_How_Effective_is_Elearning_in_Teaching_English_A_Case_Study d) Bi, J., Javadi, M. S., & Izadpanah, S. (2023, April 1). The comparison of the effect of two methods of face-to-face and E-learning education on learning, retention, and interest in English language course. Education and Information Technologies. https://doi.org/10.1007/s10639-023-11743-3 e) Du Toit, A. (2014, November 7). The teaching of English online as compared to teaching English in a classroom. www.academia.edu. https://www.academia.edu/9174305/The_teaching_of_English_online_as_compared_to_tea ching_English_in_a_classroom f) M. (2021, January 25). English Online Home Learning VS Classroom - In Person. Lets Speak Together. https://letsspeaktogether.com/english-online-home-learning-vs-classroomin-person/ g) Oliveira, M. (2023, October 13). Teaching Online vs. the Classroom - How Do They Compare? BridgeUniverse - TEFL Blog, News, Tips & Resources. https://bridge.edu/tefl/blog/teaching-online-vs-classroom/ h) Prior, J. (2023, June 8). Online Teaching Vs Classroom Teaching: Which is Better? DoTEFL. https://www.dotefl.com/online-teaching-vs-classroom-teaching/ i) Team, T. (2020, November 25). Teaching English Online Vs The Classroom. TechRound. https://techround.co.uk/other/teaching-english-online-vs-classroom/ GRATIA PIERIS Module 06 12 | P a g e English Language & Teaching Methodologies The London Teacher Training College Declaration of Originality Form This form must be completed and signed and submitted with all assignments. Please complete the information below (using BLOCK CAPITALS). Name - THANTHIRIGE RISHANI GRATIA DINITHI PIERIS Student Number - GRADDIP TESOL/O1-23- 026 Course Name - GRADUATE DIPLOMA IN TESOL Centre Name - NEGAMBO Please read carefully THEN sign and date the declaration below. I confirm that this assignment is my own work and that I have: Clearly referenced, in both the text and the bibliography or references, all sources used in the work Fully referenced (including page numbers) and used inverted commas for all text quoted from books, journals, web etc. (Please check with the Department which referencing style is to be used) Provided the sources for all tables, figures, data etc. that are not my own work Not made use of the work of any other student(s) past or present without acknowledgement. This includes any of my own work, that has been previously, or concurrently, submitted for assessment, either at this or any other educational institution, including school Not sought or used the services of any professional agencies to produce this work In addition, I understand that any false claim in respect of this work will result in disciplinary action in accordance with college regulations GRATIA PIERIS Module 06 13 | P a g e English Language & Teaching Methodologies DECLARATION: I am aware of and understand the College’s policy on plagiarism and I certify that this assignment is my own work, except where indicated by referencing, and that I have followed the good academic practices noted above. T. R. G. D. PIERIS ---------------------------Signed GRATIA PIERIS Module 06 14 | P a g e English Language & Teaching Methodologies
