Interaction in an EFL reading Comprehension Distance Web-based Course


  • Jaime Alberto Osorno González Universidad de Antioquia
  • Sergio Alonso Lopera Medina Universidad de Antioquia


interaction, EFL reading, MOODLE platform


This article reports the positive and negative effects of an EFL reading comprehension distance web-based course based on four models of interaction (Bouhnik & Marcus, 2006; Moore, 1989). The methodology used was a case study, and researchers used five different data collection instruments and the tools from the platform Moodle to collect them. Some of the positive findings include: language improvement, individualized assistance, a friendly environment, and a different teacher's role. Conversely, some of the negative results are: the number of exercises, anxiety, limited feed-back, lack of interaction among students, and the absence of a tutorial guide. In conclusion, it is suggested that web-based courses balance the number of exercises, give deeper feed-back, encourage interaction among students, and design a tutorial.

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Author Biographies

Jaime Alberto Osorno González, Universidad de Antioquia

is an undergraduate student in Foreign Language Teaching at Escuela de Idiomas, Universidad de Antioquia, Medellín, Antioquia. Member of the research group EALE (Enseñanza y Aprendizaje de Lenguas Extranjeras).

Sergio Alonso Lopera Medina, Universidad de Antioquia

is a Ph.D student in Linguistics at Universidad de Antioquia. He is a full time professor at Escuela de Idiomas, Universidad de Antioquia, Medellín, Colombia. Member of the research group EALE (Enseñanza y Aprendizaje de Lenguas Extranjeras).


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How to Cite

Osorno González, J. A., & Lopera Medina, S. A. (2012). Interaction in an EFL reading Comprehension Distance Web-based Course. Íkala, Revista De Lenguaje Y Cultura, 17(1), 45–59. Retrieved from



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