Synchronous Online Learning through Microsoft Teams at Tertiary Level: Academic English Course

Abstract

As for a recent learning platform as synchronous online learning through Microsoft Teams (MS Teams) in Academic English course based on particular three learning domains, very few previous studies were conducted and explored in Thailand and Asia. Due to the unending epidemic of COVID-19, the pedagogy in EFL context at every level of educational institutes has to be shifted to an online approach that has never been implemented in Rajamangala University of Technology Lanna Tak (RMUTL Tak), Thailand. The current study has mainly addressed the research gap by determining underlying cognitive, affective, and behavioral aspects in synchronous online learning. Therefore, this paper aimed to investigate perceptions and difficulties of synchronous learning in Academic English course through MS Teams. Academic English skills are not only acquired during the early years of Thai educational system but also at tertiary level. RMUTL Tak has currently provided an Academic English course as a mandatory subject that every undergraduate student has to pass this course before graduation. Promoting synchronous learning to Academic English course allows students have greater learning motivation. In the study, two hundred and fifty four undergraduate students studied in three faculties comprising Business Administration and Liberal Arts, Engineering, and Sciences and Agricultural Technology at RMUTL Tak. They were all enrolling in an Academic English course in the first semester, academic year 2020. Additionally, an online questionnaire including twenty one items and one open-ended question was employed in the study. All obtained data was analyzed quantitatively and qualitatively. The findings revealed that most of the participants have positively perceived synchronous learning as their fruitful online platform. Nonetheless, it was found that poor internet signal was considered as a dominant factor preventing them from learning online.

Received: 8 March 2021 / Accepted: 2 August 2021 / Published: 5 September 2021