Recent research has suggested that synchronous virtual classrooms can equally or, in some cases, better enhance students’ learning experience compared to the traditional face-to-face instruction. However, little has been explored within the circumstances where both of the instructional modes are applied to the same group of students. This study thus investigates students’ perceptions of interchanged application of synchronous virtual classrooms via the software Zoom and the face-to-face instruction in an English Pronunciation course. The data was collected by semi-structured individual interviews with 10 university students. The qualitative content analysis using coding schemes adopted from Community of Inquiry (CoI) framework was conducted. The findings were discussed with the aim of answering the query whether the two instructional modes can be interchangeable when student’s perceptions are taken into account.
Phanupong Thumnong, Khon Kaen University, Thailand
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