EXPLORING THE IMPACT OF CYBERGOGY ON THE COMMUNICATIVE SKILLS OF EFL STUDENTS IN THE POST COVID ERA
DOI:
https://doi.org/10.63878/jalt1987Keywords:
Asynchronous Interaction, Communicative Competence, Cybergogy, EFL, Synchronous Collaboration.Abstract
The educational environment of the post-COVID era requires a shift towards a sustainable, effective online education, as opposed to emergency remote instruction. To this day, however, there is still an ongoing gap in the extant body of work that connects particular Cybergogy methods, i.e., a special model of online studies, with real, practical, and performance-related advancements in the communicative abilities of English as a Foreign Language (EFL) students. In this regard, this research study has attempted to investigate the various influences of the core aspects of Cybergogy on spoken and written competence. To handle this purpose, a sequential explanatory mixed-method design has been taken in which 142 Pakistan EFL undergraduate students will be involved. The pre- and post-intervention instruments were pegged to validated IELTS-style rubrics, and after a 16-week semester in which the instructors used four Cybergogy strategies, assessed through the Cybergogy Implementation Scale (CIS). Paired samples t-tests and multiple regression analysis were applied to quantitative data, and thematic analysis of interviews was performed in the purposively chosen sub-sample. The outcomes indicated statistically significant improvements in overall oral performance (mean difference = +1.13, 95% CI [0.93, 1.33], p <.001, Cohen d = 0.96) and written performance (mean difference = +1.30, 95% CI [1.11, 1.49], p <.001, d =1.05). The regression models also suggest that Synchronous Collaboration was the only predictor of oral gains ( 1 = .156, p = .004), whereas Asynchronous Interaction explained written gains ( 1 =.221, p =.001). Feedback & Scaffolding turned out to be a major cross-domain predictor. Finally, Cybergogy is a strategically domain-specific application; pedagogical resources should correspond to specific learning domains and not be based on the generic adoption of technology. The study provides an evidence-based model for maximizing online EFL curriculum development. It supports the idea that successful digital language learning is not about the availability of technology but about the intentional pedagogical combination.
References
Chen, J. (2021). Emergency remote teaching and beyond. Berlin: Springer International Publishing.
Kerimbayeva, B. T., Niyazova, G. Z., Meirbekov, A. K., Kibishov, A. T., & Usembayeva, I. B. (2024). A network communicative culture for future teachers: development of digital literacy and communicative competence. Cogent Education, 11(1), 2363678.
Brown, K., Larionova, V., Stepanova, N., & Lally, V. (2019). Re-imagining the pedagogical paradigm within a technology mediated learning environment.
Asad, M. M., & Malik, A. (2023). Cybergogy paradigms for technology-infused learning in higher education 4.0: a critical analysis from global perspective. Education+ Training, 65(6/7), 871-890.
Tang, Y. (2024). Pedagogical Approaches Integrated with Technologies in Foreign Language Education Pre-and Post-COVID-19. Journal of e-learning Research, 3(2), 12-27.
Thiessen, J. (2014). Learner-Learner Interaction in Self-Paced Study at a Distance: Perceptions and Practice in Multiple Cases.
Alfiras, M. I. I. (2024). Analyzing the influence of continuous professional development on teachers’ self-efficacy and readiness for online pedagogy at Gulf University, Bahrain (Doctoral dissertation, Brunel University London).
Özer, G. (2022). Teaching During the Pandemic: the Effects of the Covid-19 Pandemic on the Teachers’ Perceptions of Technology Integration in EFL Classrooms (Master's thesis, Middle East Technical University (Turkey)).
Ezra, O., Cohen, A., Bronshtein, A., Gabbay, H., & Baruth, O. (2021). Equity factors during the COVID-19 pandemic: Difficulties in emergency remote teaching (ert) through online learning. Education and Information Technologies, 26(6), 7657-7681.
Kristensen, M. (2023). EXPLORING TRACES OF ERT IN POST-PANDEMIC TEACHING PRACTICES AMONG SWEDISH TEACHERS.
Aladini, A., Bayat, S., & Abdellatif, M. S. (2024). Performance-based assessment in virtual versus non-virtual classes: impacts on academic resilience, motivation, teacher support, and personal best goals. Asian-Pacific Journal of Second and Foreign Language Education, 9(1), 5.
Jafari, M. (2020). New Technologies for learning and Post-Covid-19 Education (Doctoral dissertation, Politecnico di Torino).
Saputro, E. P. N., Herda, R. K., & Atibrata, T. G. (2025). Adopting Cybergogy Approach for An Enhanced English Language Instruction: Learners’ Views. Jurnal Komunikasi Pendidikan, 9(1), 61-73.
Balla, A. (2020). Investigating Greek EFL Teachers’ Views on Teaching Materials and Digital Tools towards the Promotion of 21 st Century Skills (Doctoral dissertation, Aristotle University of Thessaloniki).
Brauweiler, H., & Yerimpasheva, A. (2021). Moving to blended learning in the post-pandemic era. The impact of COVID-19 on accounting, business practice and education (1st ed.). Publishing House of Wroclaw University of Economics and Business: Wroclaw, 104-120.
Alnofaie, S. F. (2023). E-EFL in the Saudi tertiary classroom: Exploring teachers’ perceptions of digital technology use for e-learning and learners’ self-efficacy to undertake heutagogical learning (Doctoral dissertation, Brunel University London).
Ruslin, R., Mashuri, S., Rasak, M. S. A., Alhabsyi, F., & Syam, H. (2022). Semi-structured Interview: A methodological reflection on the development of a qualitative research instrument in educational studies. IOSR Journal of Research & Method in Education (IOSR-JRME), 12(1), 22-29.
Ford, K. G. (2012). A narrative exploration of an EFL teacher’s practicing professional identity in a Japanese socio-educational context. University of Exeter (United Kingdom).
Asad, M. M., & Malik, A. (2023). Cybergogy paradigms for technology-infused learning in higher education 4.0: a critical analysis from global perspective. Education+ Training, 65(6/7), 871-890.
Pellas, N., Kazanidis, I., Konstantinou, N., & Georgiou, G. (2017). Exploring the educational potential of three-dimensional multi-user virtual worlds for STEM education: A mixed-method systematic literature review. Education and Information Technologies, 22(5), 2235-2279.
Saputro, E. P. N., Herda, R. K., & Atibrata, T. G. (2025). Adopting Cybergogy Approach for An Enhanced English Language Instruction: Learners’ Views. Jurnal Komunikasi Pendidikan, 9(1), 61-73.
Sato, S. N., Condes Moreno, E., Rubio-Zarapuz, A., Dalamitros, A. A., Yañez-Sepulveda, R., Tornero-Aguilera, J. F., & Clemente-Suárez, V. J. (2023). Navigating the new normal: Adapting online and distance learning in the post-pandemic era. Education Sciences, 14(1), 19.
Woldetsadik, G. T., Bachore, M. M., Woldeab, T. A., & Gezahegn, T. H. (2022). Mobile-based aural oral skill lessons: The effects on EFL teacher trainees’ oral performance. Cogent Education, 9(1), 2112943.
Saeed, M. A., Alharbi, M. A., & Yassin, A. A. (2021). Sustaining synchronous interaction effectiveness in distance writing courses: A mixed method study in a KSA University. Sustainability, 13(24), 13675.
Hung, Y. W., & Higgins, S. (2016). Learners’ use of communication strategies in text-based and video-based synchronous computer-mediated communication environments: Opportunities for language learning. Computer assisted language learning, 29(5), 901-924.
Banda, L. O. L., & Liu, J. (2025). Understanding international students’ academic performance in top Chinese Universities. Taylor & Francis.
Ishak, M., Oderinde, I., & Ahmad, S. (2025). The role of metacognitive strategies in enhancing learning outcomes and educational efficiency: A systematic review of quantitative, qualitative and mixed-method studies. International Journal of Academic Research in Business and Social Sciences, 15(4), 81-101.
Bondarchuk, J., Dvorianchykova, S., Yuhan, N., & Holovenko, K. (2024). Strategic approaches: Practical applications of English communication skills in various real-life scenarios. Multidisciplinary Science Journal.
Saputro, E. P. N., Herda, R. K., & Atibrata, T. G. (2025). Adopting Cybergogy Approach for An Enhanced English Language Instruction: Learners’ Views. Jurnal Komunikasi Pendidikan, 9(1), 61-73.
Albakova, M. (2024). “I’m here in the small village and, at the time, I’ma part of the whole world”. The impact of using social networks and video conferencing service to support communicative English language teaching in Ingushetia, Russia (Doctoral dissertation, University of Gloucestershire).
Walther, J. B. (2012). Interaction through technological lenses: Computer-mediated communication and language. Journal of Language and Social Psychology, 31(4), 397-414.
Yus, F. (2011). Cyberpragmatics: Internet-mediated communication in context. John Benjamins Publishing Company.
Jeong, K. O. (2019). Online collaborative language learning for enhancing learner motivation and classroom engagement. International Journal of Contents, 15(4).
Wong, Z. Y., & Liem, G. A. D. (2022). Student engagement: Current state of the construct, conceptual refinement, and future research directions. Educational Psychology Review, 34(1), 107-138.
Chametzky, B. (2013). Offsetting the affective filter: A classic grounded theory study of post-secondary online foreign language learners. Northcentral University.
Hajiyeva, B. (2024). Language Anxiety in ESL Learners: Causes, Effects, and Mitigation Strategies. EuroGlobal Journal of Linguistics and Language Education, 1(1), 119-133.
Cho, H. (2017). Synchronous web-based collaborative writing: Factors mediating interaction among second-language writers. Journal of Second Language Writing, 36, 37-51.
Kalyuga, S. (2011). Informing: A cognitive load perspective. Informing Science, 14, 33.
Yousif, J. H. (2025). Artificial Intelligence Revolution for Enhancing Modern Education Using Zone of Proximal Development Approach. Applied Computing Journal, 386-398.
Zainuddin, D. A., & Patak, A. A. (2024). Bridging Distance Learning: Insights into Synchronous and Asynchronous Approaches for Enhancing English Speaking Skills. Tamaddun, 23(2), 327-347.
Aithal, P. S., & Aithal, S. (2023). How to empower educators through digital pedagogies and faculty development strategies. International Journal of Applied Engineering and Management Letters (IJAEML), 7(4), 139-183.
Deffner, D., Rohrer, J. M., & McElreath, R. (2022). A causal framework for cross-cultural generalizability. Advances in methods and practices in psychological science, 5(3), 25152459221106366.
Singh, A. (2024). The future of learning: AI-driven personalized education. Available at SSRN 5076438.
Downloads
Published
Issue
Section
License
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
