The UTC Graduate School is pleased to announce that Keith Brewer will present Doctoral research titled, Dynamic Elements of Synchronous and Asynchronous Learning in English as a Second Language Education: Self-Efficacy, Achievement, Persistence, and Satisfaction on 12/10/2025 at 10:00 am ET in https://tennessee.zoom.us/j/82761195552. Everyone is invited to attend.
Learning and Leadership
Chair: Dr. Elizabeth K. Crawford
Co-Chair:
Abstract:
This study was designed to investigate how instructional modality influences adult English as a Second Language (ESL) students enrolled in a non-credit language program. In this program, learners had the flexibility to choose how they allocate their weekly instructional hours. Each student determined their own ratio of synchronous and asynchronous learning based on personal needs and preferences. The purpose of this research was to understand the extent to which different learning formats impacted learner self-efficacy, achievement, and course satisfaction. Participants were adult ESL learners enrolled in a state-funded program that provided free instruction through a community college. This study used a mixed-methods design to investigate the relationship between instructional modality and learner outcomes. To measure engagement with each modality, time spent in asynchronous instruction was tracked through the program’s learning management system (LMS), while attendance logs were used to document time spent in synchronous, face-to-face sessions. Learner achievement was assessed using pre- and post-tests from the Comprehensive Adult Student Assessment Systems (CASAS). In addition, the Questionnaire for English Self-Efficacy (QESE) and the Course Experience Questionnaire (CEQ) surveys were used to evaluate learners’ self-efficacy and course satisfaction, respectively. Each survey had two additional open-ended questions to compare that provided qualitative data. The analysis focused on identifying relationships between instructional modality and learner outcomes using survey and assessment data. Specifically, correlational methods were employed to determine whether time spent in synchronous or asynchronous formats were associated with differences in self-efficacy, course satisfaction, and learner achievement. The purpose of these analyses was to provide a clearer understanding of how instructional formats influence learner engagement and progress within adult ESL education. Insights from this research may inform program design and support data-driven decisions by ESL program administrators, instructors, and policymakers about how to most effectively allocate limited instructional resources. Results indicated no significant differences in self-efficacy, achievement, or overall satisfaction across instructional modalities. Adult learners studying exclusively in synchronous classes reported similar levels of confidence and satisfaction as those in hybrid formats. However, item-level analysis revealed small positive correlations between greater time spent online and higher ratings in critical thinking, independent learning, and perceptions of classroom spaces. These findings suggest that instructional mode alone did not determine satisfaction, but that blended engagement across modalities may enhance aspects of the learner experience. The findings highlight the importance of flexibility, access, and scaffolding in adult ESL learning. Because participants were highly motivated and voluntarily enrolled, their persistence and confidence may have outweighed differences attributable to modality. The results reinforce the need for adult language programs to prioritize learner autonomy and access over rigid delivery modes. Future research could explore longer instructional cycles, qualitative insights into learner motivation, and the role of scaffolding in sustaining engagement and achievement across diverse ESL populations.