Jordanian EFL Learners' Perceptions of the Utility of Synchronous and Asynchronous Online Instruction

Abstract

This study aims to investigate Jordanian EFL Learners' perceptions of the utility of synchronous and asynchronous online instruction in foreign language education. Following a quasi-experimental research in which four groups of Jordanian ninth-grade students were taught face-to-face and synchronously, asynchronously, and  both synchronously and asynchronously online, respectively, the sixty students who constituted the three experimental groups responded to a 30-item questionnaire[1] in the first semester of the academic year 2021/2022. The findings revealed highly favorable perceptions of synchronous online instruction, and moderately favorable perceptions of both asynchronous and combined synchronous and asynchronous online instruction. Pedagogical implications and recommendations are put forth.