Activity choice and perceptions: Influencing factors to learning outcomes within videoconference-enhanced LMS courses

The current cross-sectional study examined the preferred and perceived use of various videoconferencing activities in a learning management system among 96 South Korean students, and how these preferences and perceptions related to their language proficiency gains as measured by pre- and post-course testing. Next, the relationships among preferred activity choice, perceived benefits, perceived difficulties, and L2 proficiency gains were identified. Finally, multiple linear regression was used to identify how the study's variables influence L2 proficiency change. Findings were consistent with language learning strategy theory in that students with a wider preference for speaking activities scored significantly higher on their post-course L2 proficiency test than students who preferred fewer types of activities. Regression analysis found that an increasing preference for speaking activities influenced L2 proficiency change, but preference for writing activities and perceived difficulties did not. This study calls for more investigations and suggests recommendations to allow successful transformative teaching and learning development.