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The swift and accelerated development of communication and information technologies are playing an increasingly significant role in English language teaching and learning. It becomes prominently obvious, especially in the context of the COVID-19. Hence, it is a must to introduce the conception of e-learning and cloud classroom before seeking to test their effects on language learning.
E-Learning
E-learning, a learning style, is based on various electronic devices such as mobile phones, computers, and tablets to achieve learning objectives online through personal, cultural, or learning content interactions (Hong et al., 2017; Yu, 2019). It is soon expected to be widely used as a teaching and learning methods in the mainstream for educational institutions. The massive overnight “migration” from traditional in-class face-to-face education to online education during the COVID-19 emergency has provided an opportunity to examine the capability of e-learning. The sudden outbreak of COVID-19 has unprecedentedly forced school worldwide lockdown and to launch online programs to keep the education functional (Bao, 2020). In the past decade, e-learning has been extensively adopted in the educational field (Cong, 2020). While extensive COVID-19 related e-learning literature is majorly revolving around the capability of e-learning in realizing the education functions: ICT capability or adaptability (Mailizar et al., 2021; Tarhini et al., 2014), the skill sets of the instructors (Szopinski & Bachnik, 2022), the same necessity is needed to tackle mental health conditions among students in e-learning adoption. What’s more, the perceived satisification of students in an e-learning context was investigated under the four broad dimension, namely, instructor, course, technology, and environment. Also, the significant drivers of learner satisfaction with e-learning to include promptness of instructor response, quality of technology, internet quality, diversified assessment, and interaction within the online environment (Ahmed & Samuel, 2022). The way individuals feel about exisiting technology determines their attitudes toward online studies.
It is of significance to measure the effects and emotional perceptions in learning via these instruments (Yu, 2019).
Introduction of Cloud Classrooms
To make sure “stop classes but never stop learning” in the epidemic, all high schools in China have carried out cloud classrooms through live broadcast platforms such as Ding Talk by Ali, Super Star Learning System, Rain classroom, MOOC, QQ, and Tencent Meeting, etc. Besides China, numerous countries have been dedicated to educational technology along with the unceasing development of information technology (Rahayu et al., 2021). Education methods, hence, has been greatly influenced and online teaching is gradually prominent for greater advantages in many ways.
With wide dissemination coverage and strong traceability, cloud classrooms can accommodate hundreds of students at the same time. Each student can listen to the class clearly and intuitively without being disturbed by other factors offline. In this case, the cloud classroom breaks the boundaries of time and space.
The cloud classroom could significantly enhance the interaction between teachers and students, and almost everyone could directly participate in interaction through comments and hand-raising. In this way, students can speak freely and express their views boldly.