The effect of asynchronous online English classes on Korean college students: Focusing on self-directed learning ability and English achievement

Abstract

The purpose of this study is to investigate the effects of asynchronous online English classes on learners’ self-directed learning ability and English achievement. In addition, this study is to find out the relationship between their self-directed learning ability and English achievement. The study was conducted for 15 weeks with 72 Korean college students. The results were as follows. First, asynchronous online English classes were found to be effective in improving the students’ English achievement. Second, asynchronous online English classes were effective in improving the students’ self-directed learning ability. Third, among the seven factors of self-directed learning ability, the students showed more improvement in three factors, ‘original approach’, ‘voluntary planning’, ‘inquisitive nature’, which showed a statistical difference between pre- and post-test. Fourth, there was a correlation between students’ English achievement and self-directed learning ability. However, among the seven factors, only ‘original approach’ was correlated with English achievement. This study helps teachers to understand how learners’ self-directed learning works in asynchronous online English classes. Through the study, it is concluded that asynchronous online English classes can be effective in college students’ self-directed learning abilities and English learning. Based on the study, some guidelines for effective online English classes were suggested.