The impact of online learning during the pandemic on language and reading performance in English–French bilingual children

IF 2 2区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH Journal of Research in Reading Pub Date : 2024-04-02 DOI:10.1111/1467-9817.12450

Zein Abuosbeh, Diana Burchell, Klaudia Krenca, Xi Chen

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Abstract

Background

The COVID-19 pandemic created a unique learning experience, characterised by school closures and a shift to online learning. Research suggests that online learning during the pandemic negatively impacted the reading development of elementary school children. However, little is known about the challenges of learning a second language (L2) remotely. Therefore, this study investigates the impact of online learning during the pandemic on language and reading development among French immersion (FI) students who learn French as an L2.

Methods

A total of 137 Grade 1 and Grade 2 students from two cohorts were included in the study. The in-person cohort consisted of 72 students who attended school in person and were tested in person before the pandemic. The online cohort consisted of 65 students who received virtual instruction during the pandemic and were tested online. Measures of vocabulary, word reading accuracy and fluency, and phonological awareness were administered in English and French to both cohorts. Analyses of covariance (ANCOVAs) were carried out to assess the effects of cohort and grade on the measures, with guardian education as a covariate.

Results

Students in the in-person cohort performed significantly better on French vocabulary and English word reading accuracy than students online. The cohort effect was not significant for other French and English measures. Grade 2 students significantly outperformed Grade 1 students in both English and French vocabulary and word reading.

Conclusions

The current results suggest that online learning may have had a moderately negative effect on French vocabulary but no impact on French phonological awareness or word reading. FI students' English skills were also largely unaffected. Therefore, FI students made progress on their language and literacy skills through online learning during the pandemic. The findings point to the importance of enhancing L2 vocabulary input during online learning.

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大流行病期间在线学习对英法双语儿童语言和阅读能力的影响

背景 COVID-19 大流行创造了一种独特的学习体验，其特点是学校关闭并转向在线学习。研究表明，大流行期间的在线学习对小学生的阅读发展产生了负面影响。然而，人们对远程学习第二语言（L2）所面临的挑战知之甚少。因此，本研究调查了大流行期间的在线学习对作为第二语言学习法语的沉浸式法语（FI）学生的语言和阅读发展的影响。面对面组群由 72 名学生组成，他们亲自到校上课，并在大流行前接受了面对面测试。在线组包括 65 名学生，他们在大流行期间接受了虚拟教学，并接受了在线测试。两组学生都接受了英语和法语的词汇量、单词阅读准确性和流畅性以及语音意识测试。我们进行了协方差分析（ANCOVA），以评估队列和年级对测量结果的影响，并将监护人的教育程度作为协变量。在其他法语和英语测试中，同组学生的影响并不显著。目前的结果表明，在线学习可能对法语词汇量产生了适度的负面影响，但对法语语音意识或单词阅读没有影响。外语学生的英语技能也基本未受影响。因此，在大流行病期间，通过在线学习，芬兰语学生在语言和读写能力方面取得了进步。研究结果表明，在在线学习中加强第二语言词汇输入非常重要。

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来源期刊

Journal of Research in Reading Multiple-

CiteScore

4.50

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0.00%

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期刊介绍： Journal of Research in Reading provides an international forum for researchers into literacy. It is a refereed journal, principally devoted to reports of empirical studies in reading and related fields, and to informed reviews of relevant literature. The journal welcomes papers researching issues related to the learning, teaching and use of literacy in a variety of contexts; papers on the history and development of literacy; papers about policy and strategy for literacy as related to children and adults. Journal of Research in Reading encourages papers within any research paradigm and from researchers in any relevant field such as anthropology, cultural studies, education, history of education, language and linguistics, philosophy, psychology and sociology.

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