This study explores EFL English learners’ reactions and achievements when exposed to two types of online learning, pre-recorded lectures and real-time lectures, in a semester-long English reading class. The participants were 60 Korean university English learners who attended both types of online lectures for six weeks each. They studied three parts: reading comprehension for top-down and bottom-up reading skills, grammar, and vocabulary. Midterm and final exams assessed the learners’ achievements, and one online survey was conducted to investigate their reactions. The results showed that the participants preferred to study recordings and were most satisfied with their grammar studies in recorded lectures but preferred real-time lectures for reading comprehension. The study also found that they attained better scores on top-down reading skills and vocabulary learning through recorded lessons and higher scores on bottom-up reading skills and grammar learning through real-time lectures. Finally, the study shows the participants preferred to attend a combination of both online methods. This study suggests salient online learning ways for an English reading course.

I. Introduction
II. Literature Review
    1. Perceptions of Two Online Methods in Language Learning
    2. Reading Comprehension Skills in Online Learning
III. Research Method
    1. Participations
    2. Research Questions
    3. Research Procedures
    4. Data Analysis
IV. Results
    1. Effect on Learners’ Satisfaction towards Online Learning
    2. The Differences in Learning Results for Both Online Methods
    3. Learning Responses towards Two Different Online Methods
V. Discussion and Conclusion
References

• So-Hee Kim(Korea University)