A COMPARATIVE STUDY OF ONLINE AND TRADITIONAL ENGLISH LEARNING METHODS

Abstract

The accelerated growth of online education, particularly during and after the COVID-19 pandemic, has prompted educators to reconsider the comparative effectiveness of online and traditional methods of teaching English. This study investigates the relative strengths, limitations, and overall effectiveness of online and traditional approaches to English language learning among university students. Following the IMRAD format, the study employed a quasi-experimental, mixed-methods design with 130 participants from Tashkent Perfect University. One group (n=65) received instruction through fully online learning, while the other group (n=65) followed traditional face-to-face instruction. Quantitative data were drawn from pre-tests and post-tests measuring proficiency, while qualitative data emerged from interviews and focus groups. The findings reveal that both methods produce significant learning gains, but their strengths differ. Traditional learning was more effective for speaking development, classroom interaction, and immediate teacher feedback, while online learning excelled in flexibility, self-paced study, and access to multimedia resources. The study supports a blended learning approach that combines the strengths of both methods to optimize English language education.