Effective moderation in asynchronous discussion forums in online language classrooms

This study investigates the effectiveness of different online language teaching practices by comparing participation four groups learners and teachers in two tasks asynchronous discussion forums. The are carried out context an English as a Foreign Language (EFL) B2 course at Catalan university. Teacher posts to forums analysed qualitatively with aim identifying types teacher posts; we then run inferential statistics compare student data classrooms completion rates task. Findings indicate that when participate forum discussions peers ask questions generate discussion, they more likely encourage participate, pattern seems emerge clearly higher rates.