The Effect of Online Synchronous/Asynchronous Vs In-person Mediation on EFL Learners’ Writing Skills Development

Articles in Press

Document Type : Research Paper

Authors

1 PhD candidate, Department of Applied Linguistics and TEFL, Payame Noor University, Tehran, Iran.

2 Department of Applied Linguistics and TEFL, Payame Noor University, Tehran, Iran.

3 Department of English Language and Literature, Payame Noor University

4 English Language Department, Payame Noor University, Tehran, Iran

Abstract

Abstract

As the demand for effective language instruction continues to rise in an increasingly digital world, understanding the impact of different synchronous/asynchronous mediation methods on language acquisition is crucial. Drawing on Vygotskian sociocultural theory and social constructivism, and adopting a quasi-experimental approach, this study explored the impact of online synchronous, online asynchronous, and in-person mediations on short-term and long-term general writing skills through one-on-one individual in-person and online dynamic assessment (DA) sessions over ONLYOFFFICE Personal and its upgraded version, ONLYOFFICE DocSpace. Moreover, it explored online synchronous-mediated learners’ and online asynchronous-mediated learners’ perceptions of computer-assisted language learning (CALL) using a Likert scale questionnaire. Sixty EFL university students preparing for the IELTS General exam participated in the study. Their general writing skills were assessed using IELTS task 1 samples from three books, and marked based on IELTS band descriptors. To analyze the data, Kruskal-Wallis and Chi-Square tests were used. The findings revealed that in-person mediation was significantly more effective than both online mediations in the short run. No significant difference was found between online synchronous and online asynchronous mediation in the short-term. However, online synchronous mediation proved to be more effective than its asynchronous counterpart in the long term, although not significantly different from in-person mediation. In addition, the results showed online synchronous-mediated students displayed more favorable attitudes than online asynchronous-mediated students. The study suggests tailored mediation approaches can enhance EFL learners’ writing proficiency in various educational contexts, providing valuable insights for educators and curriculum developers.

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Main Subjects

Teaching English as a Second Language Quarterly

Articles in Press, Accepted Manuscript
Available Online from 30 September 2025

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History

  • Receive Date: 07 July 2025
  • Revise Date: 09 September 2025
  • Accept Date: 30 September 2025

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