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CHAPTER TWO: LITERATURE REVIEW
2.1 Preface
This section offers a foundation and literature review on the main concepts covered
by this project and research. It is subdivided into three sections. Section 2.2
deliberates over the effectiveness of distance learning on Chinese learners despite
their additional difficulties as it can be used as a powerful tool to enhance their
language learning skills in terms of engagement, motivation, and communication
skills through useful activities, exercises and language based games that are most
convenient with their learning needs. Section 2.3 presents an overview of the content
of the whole chapter.
2.2 Empirical Studies
2.2.1 The definition of synchronous online classes
The concept of synchronous online classes was proposed by Smith (2003) and
recalled by a group of Chinese researchers as “synchronous audio and video
Computer-Mediated Communication (CMC)” (Li, Wu, Li, & Tang, 2017, p. 2, 6).
Already a few decades ago, seminal sources suggested that distance learning is an
online system which facilitates a teaching platform for teachers and students in
remote classrooms by a ‘fiber-optic communication network’ (Konopka, Powers III,
McNew, & Meola, 1998, p. 1). Moreover, the organization arrangements of the
classroom where demonstrated explicitly by stating that the rear video camera is
focused on the teacher whereas the front one is focused on the student. Consequently,
it was illustrated that there is also a document camera which displays images of the
materials, for example: books, pictures, activities, stories and overhead transparencies
(Konopka et al., 1998).