The influence of online learning on English learners in college: effects of cognitive and cooperative strategies

Rosa María Chicaiza Chicaiza, Esperanza Monserrate Heredia Mendoza, Teresa Elizabeth Schettini Velásquez, Luis Leonardo Moreira Mejía

Resumen


This study explores the impact of cooperative and cognitive instructional strategies on students' academic performance in fully online college-level English courses. In response to the rapid expansion of digital education—particularly during and after the pandemic—educators have increasingly turned to virtual platforms for language instruction. Despite their widespread adoption, there remains a need for empirical data on the effectiveness of these strategies in virtual settings. A six-week quasi-experimental study was conducted with 42 undergraduate students enrolled in an online English program. Participants completed a standardized diagnostic test (pre- and post-test) aligned with CEFR B1 standards and engaged in weekly modules that integrated cooperative learning activities, cognitive reading strategies, gamified tools (such as Quizizz and Duolingo), and both synchronous and asynchronous assignments. The results of a paired-samples t-test showed a statistically significant improvement in posttest scores (t (41) = 10.998, p < .001), with 83.3% of students demonstrating moderate to significant gains. While the majority of students benefited from the intervention, a minority showed limited or negative progress, suggesting the importance of differentiated support and technological preparation. These findings offer practical insights for the design of online English language instruction and reinforce the need for strategic pedagogical planning in digital contexts.


Palabras clave


Online English language instruction; cooperative learning; cognitive strategies; virtual learning environments; linguistic assessment.

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Referencias


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DOI: https://doi.org/10.23857/pc.v10i6.9736

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