Is Social Interaction a Catalyst for Digital Environments? Exploring Affordances of Synchronous Delivery in Online CLIL
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| Title: | Is Social Interaction a Catalyst for Digital Environments? Exploring Affordances of Synchronous Delivery in Online CLIL |
|---|---|
| Language: | English |
| Authors: | Yanyan Chen (ORCID |
| Source: | Interactive Learning Environments. 2025 33(3):2689-2702. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 14 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Content and Language Integrated Learning, Online Courses, Synchronous Communication, Asynchronous Communication, Student Attitudes, Undergraduate Students, Foreign Countries, Student Behavior, Outcomes of Education, Interpersonal Relationship, English (Second Language) |
| Geographic Terms: | China |
| DOI: | 10.1080/10494820.2024.2415441 |
| ISSN: | 1049-4820 1744-5191 |
| Abstract: | Content and Language Integrated Learning (CLIL) has emerged as a pedagogical approach integrating foreign language learning with subject content. Nevertheless, its foray into the online environment, where courses are commonly delivered in two modes: asynchronous and synchronous, remains unexplored. By integrating synchronous delivery into an asynchronous-only online CLIL course, this study aims to probe how synchronous delivery affects students' learning performances (learning behaviors and outcomes), and investigate learners' perspectives on synchronous delivery as affordances for enhancing these performances. The study involved 969 learners and two teachers, with data collected from six sources for triangulation: tracking data from social media chat logs, website learning records, course scores, teachers' reflective narratives, observation of synchronous learning, and student interviews. The findings unveil the effectiveness of synchronous delivery in promoting learning performances, evident in students' proactive time management and interactive behaviors, as well as elevated learning outcomes. Three affordances -- pedagogical, technological, and social -- are offered by synchronous delivery for promoting learning performances. Particularly noteworthy are the social affordances, which significantly enhance learning behaviors and outcomes by fostering efficient interactions, cordial interpersonal relationships, and a learning community. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1497018 |
| Database: | ERIC |
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