Page 84 - Apuntes de Investigación en la Enseñanza de Idiomas

68 Apuntes de Investigación en la Enseñanza de Idiomas

For the third stage of the data analysis, regarding students’ performance and learning outcomes
(consolidation), a quantitative approach was also used. In this case, the categories were defined by
the course syllabus. That is to say, the syllabus contents chosen were those that were specifically
evaluated in the mid-term and final exams. The purpose of these codes was to contrast the students’
use of the language structures (included in the syllabus) in the activities delivered with their perfor-
mance in the exams, specifically on the same contents.

The percentage of students’ achievement (correct use of the grammar structures) was obtained
through a recount of errors and number of times each specific grammar content was used throu-
ghout all the activities delivered and by coding each assignment. Following the same coding proce-
dure, a percentage of achievement was also determined for both exams, that is, a recount of errors
and the number of times a specific language content was used and tested. Finally, to establish if
there had been an improvement in the students’ use of the syllabus grammar contents after the
implementation of extensive feedback, the global percentages obtained for the activities and for the
exams were compared.

Results
From the data obtained and analyzed, it was demonstrated that students still seem to have different
concerns about on-line learning, since most of them are unfamiliar with this studying modality. It was
also clear that the teaching presence plays a key role in online courses, since it helps counteract the
lack of face-to-face contact which has been reported to be one of the elements “missing” in on-line
learning. This is evidenced in the following extracts taken from the students’ answers to the ques-
tionnaires.

Sólo quisiera decir gracias, porque no pensé que un curso vir-
tual fuera a dejarme tanto aprendizaje, sobre todo oralmente.
Fue un gusto y ojalá se sigan manejando los cursos así.

Muy útil para mí, me parece valioso poder observar mis errores
y aprender de ellos.

Regarding the students’ learning outcomes, the results obtained were not favourable, as shown in
the following Figure 1. Despite the fact that some students delivered almost 100% of the activities
and even the second corrected versions required, only two students, who were among the ones who
delivered fewer activities and second corrected versions, showed a slight improvement. The rest of
the students’ outcomes varied from a marked decrement to practically keeping the same level of
achievement (in terms of the use of the syllabus grammar contents and the errors traced). Therefore,
feedback by itself did not seem to be enough to achieve learning consolidation if other aspects invol-
ved in the learning process are not promoted too.