A mixed-methods study of online learning in the EFL classroom

[EN] The need to adapt classroom materials to maintain students’ interest to learn the subject matter in an engaging environment, by means of Information and Communication Technologies, becomes a first concern. The purpose of this mixed-methods study, which involves a combination of both qualitative and quantitative data analyses, is to survey the perceptions and engagement of higher education students as regards learning theoretical content and vocabulary through the implementation of two online called ‘Cybertasks’. The participants were administered two perception questionnaires in order to gather information concerning their previous knowledge and their acquired knowledge. Additionally, a final written exam was delivered to determine whether there is a correlation between students’ satisfaction with Cybertask completion and their academic achievement. The results indicate that students with higher levels of engagement towards the use of the Cybertask to improve their acquisition of theoretical content and vocabulary showed higher academic achievement in their final exam. This study was supported financially by the following Action Research Projects carried out at Universitat Jaume I: “Innovació educativa i interdisciplinarietat: ensenyament de l’anglès a l’aula universitària amb l’aplicació d’una “Lesson” integrada a la plataforma Moodle” (3820/20), “Disseny d’entrades en diccionaris online d’especialitat per a l’ensenyament de AFE” (3860/20), “Aprofitament de la ferramenta “Google Sites” per a l’ensenyament de l’anglès a l’aula universitària: Desenvolupament de l’aprenentatge autònom dins del context de la COVID-19” (3949/21), “Creació d’una base de dades multinivell per a secundar el desenvolupament de la competència escrita a l’estudiantat del Grau en Estudis Anglesos” (3975/21) The research conducted in this article is also part of the following Research Project carried out at Universitat Jaume I: UJI-B2018-59. Girón-García, C.; Boghiu-Balaur, S. (2021). A mixed-methods study of online learning in the EFL classroom. Revista de Lingüística y Lenguas Aplicadas. 16(1):95-122. https://doi.org/10.4995/rlyla.2021.13950 Appleton, J. J., Christenson, S. L. & Furlong, M. J. (2008). Student engagement with school: Critical conceptual and methodological issues of the construct. Psychology in the Schools, 45(5), 369-386, https://doi.org/10.1002/pits.20303 Bedenlier, S., Bond, M., Buntins, K., Zawacki-Richter, O. & Kerres, M. (2020). Facilitating student engage