The aim of the present study is to examine student perceptions of the effectiveness of online English education and to investigate whether their academic year and/or linguistic proficiency level has any effect on these perceptions. A total of 125 students taking an identical course in a local Korean university participated in the study. After participating in an online English course for one semester, the participants completed an online survey. The results revealed that the students displayed a higher degree of agreement for the effectiveness of online English education. There was also a significant difference in their perceptions of the effectiveness in learning writing and grammar according to their academic year, and reading depending on their linguistic proficiency. Additionally, while the students indicated positive responses to the convenience of online learning as it provides flexibility regarding time and space for learning, they noted that they needed specific elements, such as various class modes, learning activities, assignments and feedback for successful learning. The limitations and the pedagogical implications of the present study are also discussed.
1. Introduction
2. Literature Review
3. Method
4. Results and Discussion
5. Conclusion