Effect of Synchronous, Asynchronous and Hybrid Learning Models on EFL Learners’ Achievement

Abstract

The COVID-19 pandemic brought immense changes into the educational environment and teaching methodologies worldwide. This study will look at the effect of synchronous, asynchronous, and blended learning on the motivation and academic achievement of EFL learners. The most important purpose of this study is to determine how synchronous, asynchronous, and hybrid learning models influence EFL students' academic achievement. A non-randomized control group design with repeated measures was followed, whereby a total of 80 pre-intermediate EFL learners were assigned into three experimental groups: synchronous, asynchronous, and hybrid learning models, and one control group. The Language Achievement Test, which comprehensively tests Speaking, Reading, and Writing skills, had its content validated through the review of language experts and criterion-related validation by standardized tests that had very high correlations. The data were analyzed using both descriptive statistics in the form of mean scores and standard deviation and inferential statistics in the form of repeated measures ANOVA testing the difference in language achievement within the teaching conditions. Results demonstrated that all instructional modes under investigation had significant differences in the language scores, as the p-value was less than .05. Most importantly, the hybrid model proved to be better in comparison with both synchronous and asynchronous models, and that could point out the fact that this hybrid model effectively enhances improvement in the proficiency of language among learners.