An experimental study of cyber face-to-face vs. cyber text-based English tutorial programs for low-achieving university students

This study examines the effects of two types of e-tutoring interventions (text-based vs. face-to-face videoconferencing, TB vs. F2F) on the grammar performance and motivation of low-achieving students. The study investigates the patterns of interaction between tutors and students in both platforms, including the manner in which tutors and students engage during the tutoring sessions. The students' experiences and perceptions of e-tutoring interventions are also explored. The findings reveal that although the two modes of tutoring were equally effective (both groups showed improvement in their grammar performance, with no discernible difference between the two groups), the F2F group members overcame their negative feelings toward English to a greater extent than the TB group members. Interestingly, although the findings reveal that the TB tutors engaged in more tutoring strategies than the F2F tutors, the F2F students perceived more self-improvement in their English performance and were more likely to evaluate the tutors and the e-tutoring program positively than the TB group. The paper concludes by offering some recommendations for future studies on different tutoring modes using computer conferencing.

► Investigate students' level of knowledge construction in asynchronous discussions. ► Examine relationships with cognitive, social, and teaching presences (CP, SP, TP). ► Content analysis was performed according to the Community of Inquiry model. ► Students' knowledge construction was best for life-experience and case-study. ► The discussion topics were significantly related to CP and SP, but not TP.