Abstract:

On the one hand, the number of in-class courses using technology has increased rapidly over the last two decades and is still increasing today. Since successful experiences in online learning environments enhance student achievement (Butler, 2008), we believe the same can be argued for in-class learning activities using technology. On the other hand, today’s classes are more diverse and inclusive than ever, welcoming more learners with diverse knowledge, skills, and needs. These differences determine learners’ preferences vis-à-vis the learning experience; ultimately, they will influence learners’ success in the learning activities and in their use of the learning tools (see Clewly, Chen & Liu, 2011). Hence, it becomes important for teachers and institutions to identify their students’ learning styles and how these styles should be taken into consideration for personalising e-learning activities and for enhancing the learning experience. While studies involving learning style and learner satisfaction have been conducted in virtual, asynchronous academic learning environments (Patti, 2010), less is known about if and how these variables relate in synchronous, e-tutoring used as a learning tool in the traditional classroom.

With the exceptions of Montréal and cities geographically close to the United States and Ontario borders, English is barely accessible outside the English-as-a-second-language (ESL) classroom in many cities and villages within the province of Québec (Canada). Due to its intrinsic qualities, e-tutoring can bring authentic oral communication to the regular second language (L2) classroom. Yet, much of the research done in the fields of L2 teaching and L2 acquisition focuses on young learners and on learning in the conventional classroom. Young adult learners, particularly those who are taught in a hybrid mode, i.e. combining distance and in-class instruction, have attracted much less attention. How do post-secondary ESL students differ in their learner style? Are there any associations between learner style and student satisfaction?

Ten 30-minute synchronous, one-on-one L2 e-tutoring sessions were offered to students registered in two cégep-level establishments1 in Trois-Rivières, a unilingual francophone city in the province of Québec (Canada). The tutoring was part of the students’ weekly assignments and was carried out during class time for part of the participants and at home for the others. The objective of our presentation is to report on the effects of one-on-one synchronous e-tutoring on course and tutoring satisfaction of young adult ESL learners. More precisely, we will examine, (a) if learner style and (b) gender contribute to (c) course satisfaction and (d) L2 tutoring satisfaction. A total of 294 cégep-level students enrolled in a beginner or intermediate ESL course in the Province of Québec, Canada were surveyed. Participants completed a survey consisting of 24 items with which learner styles were identified. The survey also included student satisfaction and demographic items. Data was entered in an Excel spreadsheet for statistical analyses. Implications for teaching practice and design of distance oral learning activities will also be discussed.

Keywords:

Learning style, e-tutoring, second language, student satisfaction, post-secondary education.