Online Learning Efficacy Research Database

English as a Foreign Language (EFL) practitioners regard writing as one of the most innovative discrete skills to teach. Many researchers examined the writing difficulties of EFL students and provided resolutions and guidance. Although the viability of the planned objectives was re-examined before any conclusions were made. However, this research aimed to investigate the effect of online and face-to-face (F2F) teaching methods on students’ academic performance in writing skills. The participants, N=44, were divided into two groups A and B and belonged to the English department in the second semester at Najran University, Najran, KSA. The controlled group A received online instruction, whereas the experimental group B received face-to-face instruction. A quasi-experimental study design was employed using the pre-test and the post-test research instruments. A test was administered to two groups to measure their levels of homogeneity at the beginning of the semester. Another test was then administered to the same groups after the first semester of teaching. In order to analyze the data, the SPSS program was used. According to the results, the F2F intervention improved student performance over the online mode. The F2F mode of participation was more comfortable and engaging for participants than the online mode. Additionally, F2F discussion produced better writing performances from the students than online communication does. Thus, despite certain benefits associated with F2F learning, further research is required in order to fully understand how F2F teaching approaches affect English learners' academic achievement in writing. 
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This study compared the effect of two face-to-face(F2F) and e-learning education methods on learning, retention, and interest in English language courses. Participants were EFL students studying at Islamic Azad University, for the academic year 2021–2022. A multiple-stage cluster-sampling method was used to select the target participants. Three hundred and twenty EFL learners participated in the study. Students were studying in different majors: accounting, economics, psychology, physical education, law, management, and sociology. Two English tests were applied, a teacher-made VTS (Vocabulary Size Test) and an achievement test (including reading comprehension and grammar questions). Also, a questionnaire was applied to measure the students’ learning interest in F2F and online learning groups. The study found significant differences in learning outcomes related to students’ English learning and vocabulary retention rates. It was seen that the E-learning group that participated in online sessions through the Learning Management Systems (LMS) platform outperformed the F2F group. Another critical finding revealed that learners’ interest in learning English in E-learning classes was higher than in the F2F group. In addition, all constructs of interest (feeling happy, attention, interest, and participation) were higher in scores in the E-learning than in the F2F group. Language teachers, university instructors, educators, syllabus designers, school administrators, and policymakers might rethink their teaching approaches and incorporate E-learning into the curriculum to meet their students’ needs. 
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Many earlier studies assessed virtual vs. traditional learning outcomes. The majority of them had two limitations. (1) learners self-selection of virtual classes, and (2) the lack of exams proctoring. It has been stated that these factors give more opportunities of unrealistic elevation of learning outcomes of virtual classes over the traditional ones. This study is of comparative corpus-based nature applied on 1324 male students of Medicine enrolled in Joint First Year Program (JFYP) at Umm Al-Qura University (UQU) in the first semesters of the academic years (2017-2018) and (2018-2019). Participants of this study were given English classification test before commencing their JFYP. In the first semester of the academic year (2017-2018), 624 students were taught English in traditional classes by the English Language Center (ELC) at UQU. The other 700 students studied English through virtual classes by TeachCast with Oxford via Eleutian platform. Then, all participants sat for final exams by the end of their first semesters. Comparing the participants’ grade in these two tests is meant to (1) test the claims of the earlier studies, (2) reveal the impact of English instruction by the ELC at UQU and (3) disclose whether the English learning outcomes of controlled virtual classes surpass the traditional classes’ or not. Findings of this study indicated that the learning outcomes of virtual classes significantly surpassed the traditional classes although the affecting factors stated by earlier studies were eliminated. Then, the study recommendations were suggested. 
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This study aimed at investigating the effect of Blended Method (online and offline teaching and learning) and Traditional Method (offline teaching and learning), as the comparison, on students’ reading achievement. There were 200 college students involved in this study. Half of them were taught through a blended teaching method and half of them were taught through a traditional teaching method. The data were taken from the students’ final scores in the lectures which included scores of assignment, quiz, mid-term test, and final term test. The final scores of the two groups were compared to find out the effect of the blended teaching method and the traditional teaching method. The result showed that the scores of students who were taught through Blended Method were significantly better than the scores of students who were taught through Traditional Method. It indicates that utilizing new methods while maintaining good aspects of pre-existing methods has a positive impact on students’ achievement. 
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Before arriving in a host country, international students may be motivated to complete some institutional requirements online. Many studies address computer-assisted instruction for second-language students, but few focus on fully online English for Academic Purposes (EAP) writing courses. This comparative case study, grounded in action research, examined the extent to which a fully online version of a graduate-level EAP course offered to international students at a North American university achieved comparable outcomes to a face-to-face version. A quantitative and qualitative analysis of study participants’ performance and course evaluations indicated that the outcomes and student satisfaction of both cohorts were comparable. However, an examination of the participants’ final research papers and online interactions revealed differences and challenges. Based on these findings, it is recommended that future online courses provide more instruction on source integration, library research, and building an interactive learning community. Overall, the findings suggest that when carefully designed, assessed, and refined, fully online courses hold strong promise in EAP academic writing contexts. 
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This research aims at investigating the effect of blended learning on the achievement and motivation to learn English of German Jordanian University students. A pilot case study research strategy was used. Pilot case studies are effective research strategies for investigating educational issues in real life situations. They are used to refine research problems, variables, and also to refine the case study design before doing it in a larger-scale investigation. The study sample comprised 34 students who were selected purposefully and distributed into experimental and control groups. The experimental group studied English through a computerized program melded with the traditional method, whereas the control group was taught solely by the latter. The analysis of covariance (ANCOVA) revealed statistically significant differences in achievement between the two groups, indicating that the experimental group performed better than the control group. Significant differences were also found in the respective groups’ motivation to learn English. 
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With the rapid growth of technology, many language acquisition approaches have been added to computer-assisted language learning applications. Thus, this study investigated the impact of online autonomous learning on English as a Foreign Language (EFL) students’ reading ability. Sixty-five students from two reading classes at One University in Southern Taiwan were divided into an experimental group (integration of online reading and teacher-guided intervention) and a control group (teacher-guided intervention). The results demonstrated that there was a significant difference in the reading scores between the experimental and control groups. A significant difference was also found between the pre- and posttest scores in the experimental group; however, this pre- and post-test difference was not observed in the control group. Students in the experimental group also noted an obvious enhancement to their reading due to the requisite planning, monitoring, and evaluating activities practiced during online learning. Based on the research results, suggestions for future study are discussed. 
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Combining elements of online and face-to-face education, blended learning is emerging as an important teaching and learning model in higher education. In order to examine the effectiveness of blended learning, as compared to the traditional face-to-face learning mode, this research investigated the learning outcomes of students following English as a Second Language (ESL) course under the two learning modes in a comprehensive university in Beijing, China. A large database was analyzed including student variables (gender, grade and knowledge domain), the different learning modes, and student performance in this study (N=5376). The results show that students following blended learning had better academic achievements in their ESL courses compared to students following the traditional face-to-face learning mode. Student factors (gender, grade, knowledge domain and pre-test) were taken as covariates in order to assess the differences of student performance (dependent variable) in blended learning and traditional F2F learning. 
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The present study was intended to investigate the impact of blended and classroom teaching methods on Iranian EFL learners‘ writing. To this end, a group of 29 upper intermediate and advanced EFL learners were randomly placed in two groups: an experimental group, namely Blended Learning and a control group, namely Classroom Learning after taking part in a placement test. Participants of the Blended Learning group received traditional teaching methods of writing plus learning through the web. Participants of the Classroom Learning group, however, were taught based on the traditional teaching methods of writing and received the materials, instructions, and feedback merely through traditional methods. In order to collect the data, participants‘ first piece of writing was regarded as the pretest and their last one was the posttest. The results of the independent-samples t-tests showed that participants of the Blended Learning group significantly outperformed the ones in the Classroom Learning group in their writing performances. In conclusion, the results of the study revealed that employing a blended teaching method can create a more desirable condition to enhance the EFL learners‘ writing performance and that doing research in this field can be a promising area for those interested. 
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This study aims to investigate the effects of the traditional learning, blended learning and virtual classes learning on university students’ achievement and attitudes. 34 male students studying at the English Language Program, Qassim University were divided randomly into three groups, (blended learning, traditional learning, or virtual classes learning). Results indicate that there are significant differences among the instructional approaches in the achievement test scores in favor of blended learning. In addition, the results show significant differences in students’ attitudes in favor of blended learning. 
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