Exploring undergraduate students’ learning experience and engagement in synchronous online teaching supported by corpus-based language pedagogy

Abstract

As technological advancements and internet accessibility expand, synchronous online teaching emerges as a valuable avenue in education, providing benefits for both educators and learners. Despite its potential, there is limited research in language education on leveraging synchronous online platforms to enhance students’ writing skills. This study addresses this gap by creating a synchronous online learning environment infused with corpus-based language pedagogy (CBLP) for university-level writing classes. A language teacher and 22 Social Sciences undergraduates participated in this project. Through a comprehensive analysis of the interview data from the teacher and students, and the online class interaction data, the study delves into factors influencing lesson effectiveness, examining both teacher and student perspectives on challenges faced. Furthermore, it discusses the pedagogical implications of these challenges, proposing solutions and adjustments to enhance the teaching and learning experiences associated with CBLP in a fully online educational environment.