Abstract—The research was conducted to examine how an
English lounge program at a university affected students’
speaking ability and their attitude toward their foreign teachers
and to determine if there were significant differences in the
effects between the program delivered face-to-face and online as
perceived by the two groups of respondents – students and
teachers. This study is a descriptive-comparative survey
research. Frequency analysis, mean comparison analysis, t-test,
correlation analysis, and regression analysis were the statistical
tools used. The computed mean values show that as perceived
by the participants, the program, implemented face-to-face and
online; improved the students’ speaking ability and their
attitude toward their foreign teachers to a great extent. Results
have shown that as perceived by the participants, both versions
of the program improve the students’ speaking ability and their
attitude toward their foreign teachers and that students’
attitude toward foreign teachers is strongly correlated to (and
significantly influences) the development of their speaking
ability. The findings convey the importance of establishing
rapport between students and teachers in the development of
the speaking ability of students. It also reveals that online
English lounges are as effective as when they’re implemented
face-to-face.
Index Terms—English lounges, speaking ability, attitude
towards foreign teachers, teachers’ educational qualification,
teachers’ length of service.
The authors are with the Liberal Arts & Interdisciplinary Department,
Hanseo University, Seosan, South Korea (corresponding author: Hyun Jung
Lee; e-mail: madligaya@gmail.com, hyunjung611@gmail.com,
aprilham@gmail.com, rhandz0515@naver.com, tfarrellkw@yahoo.com,
gunther.chris1@gmail.com).
Cite: Massuline Antonio D. Ligaya, Hyun Jung Lee, Joung-Hyun Ham, Randy S. Tolentino, Thomas Edward Farrell II, and Christopher Glenn Gunther, "Face-to-Face and Online English Lounges: A Comparative Analysis," International Journal of Information and Education Technology vol. 12, no. 9, pp. 888-898, 2022.
Copyright © 2022 by the authors. This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited (CC BY 4.0).