Does online language learning diminish interaction between student and teacher?

Sau Wai Christina NG-WONG, See Shing YEUNG, Yuk Hung HON

Research output: Contribution to journalArticlespeer-review

5 Citations (Scopus)


Some critics have commented that online courses may discourage teacher-student interaction, which is considered by teachers and researchers as an important element in language learning. A total of 60 associate degree students who attended an online English course in Hong Kong responded to a questionnaire asking them about their effort and interest in learning English, their anxiety about computer applications, their self‐monitoring capability, their interactions with the teacher and their peers and their competence in English. Analysis of variance results showed that those students who perceived themselves as more competent had more favourable perceptions of their interaction with the teacher than did those who were less competent, but for all other variables the two groups did not differ. The findings imply that online language learning does not necessarily diminish interaction. Instead, the level of interaction may depend on the learners' sense of competence in the target language. Copyright © 2006 Taylor & Francis Group, an informa business.
Original languageEnglish
Pages (from-to)219-232
JournalEducational Media International
Issue number3
Publication statusPublished - Sept 2006


Ng, C., & Yeung, A. S., & Hon, R. Y. H. (2006). Does online language learning diminish interaction between student and teacher? Educational Media International, 43(3), 219-232.


  • Teacher-student relationships
  • Internet in education
  • English language -- Study and teaching
  • Computer-assisted instruction
  • Interpersonal relations
  • Interaction analysis in education
  • Performance
  • Analysis of variance
  • Self-monitoring (Psychology)


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