The effects of computer-mediated communication by a course management system (Moodle) on EFL Taiwanese student's English reading achievement and perceptions

This study compared the effects of three instructional methods—synchronous online communication, asynchronous online communication, and traditional grammar translation method—in English reading comprehension. A quasi-experimental research design included pre and post reading comprehension tests for all three groups and a post perception survey for the experimental groups. After the treatment, synchronous and asynchronous online communication users outperformed those in the independent study group. Yet, no significant difference was found in reading scores between synchronous and asynchronous communication groups. Findings from the post perceptions survey of the experimental groups displayed no statistically significant differences between them