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who added that there is a very high level of interaction between the teacher and the
learner in synchronous online classes. Moreover, another study was conducted on the
effectiveness of distance CLT on the learning outcomes of the students (Joo, Andrés
& Shearer, 2014) and was stated that it can have a massively positive impact on the
learners’ cognitive engagement as well as their communication skills.
By the same token, a detailed analysis was conducted (Wallace, 2009) on the
same topic; the effectiveness of distance learning on the learning outcomes of
‘challenged students’ through CLT based on their personal experiences, evaluation
and final grades along with their parents’ feedback on the synchronous online course.
Moreover, it was stated that learners built a stronger rapport with the teacher as the
lesson was conducted individually and worked as a catalyst by enhancing their
learning outcomes which made the class even more motivating and entertaining.
Based on (Tuckman, 2007)’s research and the experiments that were
conducted with students that are above as well as below average using all the features
that could enhance their motivation and collaboration skills in task based online
classrooms; he highlights that distance learning can greatly improve learners’
engagement as well as their performance in class if instructors implement the
motivationally scaffolded adaptation of their material to make the lesson more
entertaining and easier to deliver, especially with those that have additional
difficulties. It was illustrated that both studies which covered the same content of
material and had motivational scaffolding that consisted of entertaining task based
activities which enhance on-going conversations to keep them engaged and on track
contributed in the development of their learning process. At the end, the study was
concluded by a statement which illustrates that both; above and below average