ABSTRACT
This qualitative phenomenological study explored the lived experiences of English as a Second Language (ESL) learners learning English through the Acadsoc online learning platform. Guided by Vygotsky’s Social Constructivism Theory and Krashen’s Second Language Acquisition Theory, the study examined learners’ experiences, the development of the four English macro skills, engagement and motivation, challenges, coping strategies, and the basis for a proposed tutoring program. Twenty ESL learners in China who were current Acadsoc users and had at least two weeks of experience with the platform participated through purposive sampling. Data were collected through semi-structured online interviews and field notes and analyzed using Braun and Clarke’s six-phase thematic analysis. The findings indicated that learners generally experienced Acadsoc positively because of its flexibility, convenience, one-on-one instruction, personalized feedback, and supportive teacher–learner interaction. Participants perceived improvement in listening, speaking, reading, and writing through multimedia resources, guided practice, free-talk activities, teacher feedback, vocabulary development, and written interaction. Engagement and motivation were strengthened by interactive lessons, teacher encouragement, personalized learning, and the learners’ perception of progress. However, participants also reported insufficient class time, unstable internet connectivity, vocabulary and comprehension difficulties, distractions, and difficulty finding suitable or available teachers. Learners addressed these challenges through reviewing lessons, independent practice, asking teachers for clarification, using dictionaries or translation, downloading materials, and trying other teachers. Based on these findings, a learner-centered Krashen-Based Enhanced Scaffolding Tutoring Program was proposed, incorporating peer collaboration, extended one-hour instruction, English movie clips, educational games, interactive activities, and storytelling. The study highlights the potential of one-on-one online instruction to support English language learning when it is flexible, interactive, scaffolded, and responsive to learners’ needs.
Keywords: English language learning, online learning platform, Acadsoc, ESL learners, phenomenology, macro skills, learner engagement
DOI https://zenodo.org/records/22327564
