An Empirical Research on the Effectiveness online and Offline Classes of English Language Learning based on Student’s Perception in Telangana Schools

Full Text (PDF, 679KB), PP.40-53

Views: 0 Downloads: 0


K. Kashinath 1 R. L. N. Raju 1,*

1. Dept. Of English, School of Social Sciences and Languages, Vellore Institute of Technology, Vellore

* Corresponding author.


Received: 30 May 2022 / Revised: 20 Jul. 2022 / Accepted: 21 Sep. 2022 / Published: 8 Apr. 2023

Index Terms

ELT-English Language learning, Online learning, Offline learning, perception, teaching methods, Telangana.


Learning practices commenced to shift from face-to-face offline class learning to online classes with technological networks specifically on sudden COVID-19 crises. . This sort of variation in their learning method sparks question about students' perception of the new learning system. The objective of the study was to compare English language learning, between online classes and Offline-classes and it explicates different students' perceptions of such learning practices regarding the benefits, improvements, and drawbacks of online and offline modes. The research approach of study, proceeds with a quantitative study, using statistical analysis through questionnaire distribution. The participants of the study were the school students, obtained from Government and private schools in Telangana. The quality of the study stands outstanding in addressing the effectiveness of blended learning both online and offline learning and aids to study nature of the approach if integration of learning modes including face-to face and online learning incorporated and the consideration to improvise qualities learning experiences of students. With those aspects, the research is significant to prove the preference of students to elucidate that offline classroom learning is more preferable than online English learning. The value of the research is recognised that it aids the educators, leadership authorities and researchers to understand parameters leading to efficient learning practices, enhanced collaborative student performance outcomes assisting to select the appropriate technologies in case of any pandemic crisis and to inhibit collaborative learning in and out of classroom.  The most general obstacles faced by students in online English learning are materials insufficiency, lack of communicative skills training, lacking reading activities participation, absence of interaction, the inability of queries or doubts clarification, and exercise exposure are addressed by the analysis outcomes. The comparative perception outcomes explicated that Offline English language learning stands out as more efficient than the online learning method. 

Cite This Paper

K. Kashinath, R. L. N. Raju, "An Empirical Research on the Effectiveness online and Offline Classes of English Language Learning based on Student’s Perception in Telangana Schools", International Journal of Modern Education and Computer Science(IJMECS), Vol.15, No.2, pp. 40-53, 2023. DOI:10.5815/ijmecs.2023.02.04


[1]C. Dziuban, C. R. Graham, P. D. Moskal, A. Norberg, and N. Sicilia, "Blended learning: the new normal and emerging technologies," International journal of educational technology in Higher education, vol. 15, pp. 1-16, 2018.

[2]E. Musdi, "Effectiveness of Mathematics Learning Devices Based on Flipped Classroom to Improve Mathematical Critical Thinking Ability Students," 2022.

[3]W. Y. Ho, "Mobility and Language Learning: A Case Study on the Use of an Online Platform to Learn Chinese as a Foreign Language," London Review of Education, vol. 16, pp. 239-249, 2018.

[4]A. B. Sakpere, A. G. Oluwadebi, O. H. Ajilore, and L. E. Malaka, "The impact of COVID-19 on the academic performance of students: a psychosocial study using association and regression model," International Journal of Education and Management Engineering (IJEME), vol. 11, pp. 32-45, 2021.

[5]M. G. A. Akib, N. Ahmed, S. N. Shefat, and D. Nandi, "A Comparative Analysis among Online and On-Campus Students Using Decision Tree," 2022.

[6]S. Roy, M. H. Kabir, and M. T. Ahmed, "Design and Implementation of Web-based Smart Class Routine Management System for Educational Institutes," 2022.

[7]N. S. Pham, "The effectiveness of teaching and learning online: A study on HUFI’s English-majored students," International Journal of TESOL & Education, vol. 2, pp. 1-12, 2022.

[8]R. Huang, A. Tlili, H. Wang, Y. Shi, C. J. Bonk, J. Yang, et al., "Emergence of the online-merge-offline (OMO) learning wave in the post-COVID-19 era: a pilot study," Sustainability, vol. 13, p. 3512, 2021.

[9]V. Rao, "Trends in the Theories of Language Learning and Methods of Teaching ESL/EFL/ESP," Journal for Research Scholars and Professionals of English Language Teaching, 2020.

[10]M. Nashir and R. N. Laili, "English teachers’ perception toward the switch from offline to online teaching during lockdown in the midst of COVID-19 outbreak," Edukatif: Jurnal Ilmu Pendidikan, vol. 3, pp. 250-260, 2021.

[11]Y. Shao, "Online and Offline Integration of College English Teaching Practice," International Journal of Education and Economics, p. 83.

[12]Z. Chen, "A Research on College English Teaching Design based on Mosoteach App [P]," in Proceedings of the 3rd International Conference on Economics and Management, Education, Humanities and Social Sciences (EMEHSS 2019), 2019.

[13]I. Rakhmawati, "Promoting Autonomous Learning Through Mobile Applications in a Blended English Language Classroom," in International Conference on English Language Teaching, 2020, pp. 97-101.

[14]S. Sukmawati, S. Sujarwo, D. N. Soepriadi, and N. Amaliah, "Online English Language Teaching in the Midst of Covid-19 Pandemic: Non EFL Students' Feedback and Response," Al-Ta lim Journal, vol. 29, pp. 62-69, 2022.

[15]M. Najib and A. Mursidi, "Effectiveness of offline and online learning during COVID-19 pandemic: Two-factor analysis of variant approach in S-1 Students of FKIP University PGRI Banyuwangi, Indonesia," Linguistics and Culture Review, vol. 6, pp. 1-11, 2022.


[17]S. S. A. Almekhlafy, "Online learning of English language courses via blackboard at Saudi universities in the era of COVID-19: perception and use," PSU Research Review, 2020.

[18]M. Manegre and K. A. Sabiri, "Online language learning using virtual classrooms: an analysis of teacher perceptions," Computer Assisted Language Learning, pp. 1-16, 2020.

[19]M. A. A. Alkamel and S. S. Chouthaiwale, "The use of ICT tools in English language teaching and learning: A literature review," Veda’s journal of english language and literature-JOELL, vol. 5, pp. 29-33, 2018.

[20]L. Choi and S. Chung, "Navigating online language teaching in uncertain times: Challenges and strategies of EFL educators in creating a sustainable technology-mediated language learning environment," Sustainability, vol. 13, p. 7664, 2021.

[21]Y. Yi and J. Jang, "Envisioning possibilities amid the COVID‐19 pandemic: Implications from English language teaching in South Korea," TESOL Journal, vol. 11, 2020.

[22]D. Bailey, N. Almusharraf, and R. Hatcher, "Finding satisfaction: Intrinsic motivation for synchronous and asynchronous communication in the online language learning context," Education and Information Technologies, vol. 26, pp. 2563-2583, 2021.

[23]B. Rienties, T. Lewis, R. McFarlane, Q. Nguyen, and L. Toetenel, "Analytics in online and offline language learning environments: the role of learning design to understand student online engagement," Computer Assisted Language Learning, vol. 31, pp. 273-293, 2018.

[24]M. M. Rahman and A. Pandian, "A critical investigation of English language teaching in Bangladesh: Unfulfilled expectations after two decades of communicative language teaching," English Today, vol. 34, pp. 43-49, 2018.

[25]J. Slagoski, "Professional learning practices and beliefs of an online community of English language teachers," Contemporary Issues in Technology and Teacher Education, vol. 19, pp. 97-116, 2019.

[26]N. Nartiningrum and A. Nugroho, "Online learning amidst global pandemic: EFL students’ challenges, suggestions, and needed materials," ENGLISH FRANCA: Academic journal of English language and education, vol. 4, pp. 115-140, 2020.

[27]X. Jin, "Investigation and Optimization Research on Online and Offline Blended Learning of Higher Vocational English from the Perspective of CoI Algorithm," in Journal of Physics: Conference Series, 2021, p. 022016.

[28]S. Hua and Z. Ren, "“Online+ Offline” course teaching based on case teaching method: a case study of entrepreneurship education course," International Journal of Emerging Technologies in Learning (iJET), vol. 15, pp. 69-85, 2020.


[30]N. Rachmah, "Effectiveness of Online vs Offline classes for EFL Classroom: a study case in a higher education," Journal of English Teaching, Applied Linguistics and Literatures (JETALL), vol. 3, pp. 19-26, 2020.