Exploring English Language Learners' Performance on Online, Asynchronous Science-Based Examinations

This study explored the relationships between English language proficiency and performance in online, asynchronous science courses. Each participant completed a Language Background Questionnaire (LBQ) to indicate if English was not their native language, thus categorizing them as an English Language...

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Bibliographic Details
Published in:International journal of distance education technologies 2025-02, Vol.23 (1), p.1-27
Main Authors: Schwartz, Lisa S, Firmani, Marcia A, Rentas, Carol, O'Dwyer, Ramapoza, Ganjoo, Rohini, Cymrot, Cliff, Barzani, Yousif
Format: Article
Language:English
Subjects:
Bacteriology
Correlation
Distance learning
English as a second language
English language
English language learners
English proficiency
Foreign students
Higher education
Language proficiency
Learning
Learning strategies
Online instruction
Quantitative analysis
Questionnaires
Science education
Students
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Summary:This study explored the relationships between English language proficiency and performance in online, asynchronous science courses. Each participant completed a Language Background Questionnaire (LBQ) to indicate if English was not their native language, thus categorizing them as an English Language Learner (ELL). The Combined English Language Skills Assessment (CELSA) measured English language proficiency. Of 25 ELLs 13 were interviewed to elicit their perspectives of learning strategies used in an online environment. Quantitative analyses involved t-tests and Pearson's correlation among 91 participants' CELSA scores and final exam results. For non-ELL students, there were weak to moderate, positive correlations for Bacteriology 2: r(57)=.47, p
ISSN:1539-3100
1539-3119
DOI:10.4018/IJDET.369093