Dynamic elements of synchronous and asynchronous learning in English as a Second Language education: self-efficacy, achievement, persistence, and satisfaction

This study investigated how instructional modality influences adult English as a Second Language (ESL) learners enrolled in a non-credit language program. Learners in this state-funded program were able to determine their own balance of synchronous, face-to-face instruction and asynchronous online learning based on personal needs and preferences. The study examined the relationships between instructional modality and learner self-efficacy, achievement, and course satisfaction among adult ESL students enrolled through a community college. A mixed-methods design was used to investigate learner outcomes across modalities. Engagement with asynchronous instruction was measured using data from the program’s learning management system (LMS), while attendance logs documented time spent in synchronous instruction. Learner achievement was assessed using pre- and post-tests from the Comprehensive Adult Student Assessment Systems (CASAS). Learner self-efficacy and course satisfaction were measured using the Questionnaire for English Self-Efficacy (QESE) and the Course Experience Questionnaire (CEQ), respectively. Each survey included two open-ended questions that provided qualitative data. Correlational analyses were conducted to examine relationships between time spent in synchronous and asynchronous instruction and learner self-efficacy, achievement, and course satisfaction. Results indicated no significant differences in overall self-efficacy, achievement, or satisfaction across instructional modalities. Adult learners who participated exclusively in synchronous instruction reported outcomes comparable to those who engaged in hybrid learning formats. However, item-level analysis revealed small positive correlations between increased time spent in asynchronous learning and higher ratings related to critical thinking, independent learning, and perceptions of classroom learning spaces. These findings suggest that instructional modality alone did not determine learner outcomes, but that blended engagement across modalities may support specific aspects of the learner experience. Given the voluntary nature of program participation and the high motivation of learners, persistence and confidence may have outweighed modality-related differences. The results highlight the importance of flexibility, access, and instructional scaffolding in adult ESL education and support program designs that prioritize learner autonomy over rigid delivery models. Future research may examine longer instructional cycles and explore qualitative dimensions of learner motivation and engagement across diverse adult ESL populations.