LMS or Skyroom: Which is More Practical in Learning Language Skills, Learners' Autonomy, and Online Engagement?

Abstract

This study investigates the comparative effectiveness of Learning Management Systems (LMS) and virtual classroom platforms, specifically Skyroom, in facilitating language learning, learners' autonomy, and online engagement among English as a Foreign Language (EFL) learners. A concurrent mixed-methods design was employed, combining quantitative analysis of language learning outcomes with qualitative insights into learner experiences. Participants included two intact classes from the Muhammadiyah University of West Sumatra in Indonesia, each with 30 learners, randomly divided into experimental and control groups. The participants, aged 20 to 25, spoke Arabic as their native language and were intermediate learners of L2 English. Instruments included a placement test to measure language proficiency and a teacher-made test. Classes were held online using LMS and Skyroom platforms, with the experimental group exposed to LMS and the control group to Skyroom. Semi-structured interviews and narrative frames were used to qualitatively study the impact of platforms on learners' autonomy and online engagement. Quantitative analysis revealed that the Skyroom platform significantly enhanced language learning outcomes compared to LMS (p < .05). Qualitative findings indicated that LMS fostered learner autonomy through asynchronous learning, while Skyroom promoted online engagement through synchronous communication. These findings have implications for language teachers, syllabus designers, and policymakers in optimizing digital platforms for language education. Overall, this research contributes to our understanding of effective practices in online language education and highlights the importance of platform selection in achieving desired learning outcomes.