Relationship between teaching modality and development of linguistic skills in postgraduate students in Peru

Abstract

OBJECTIVE: To compare the effect of virtual and face-to-face teaching modalities on the development of language skills in graduate students. METHOD: A quantitative, non-experimental study with a correlational scope was conducted. The sample consisted of 80 graduate students, divided into two groups according to the teaching modality (virtual and face-to-face). Listening comprehension, oral expression, academic writing, and critical reading were assessed using performance evaluation instruments and a Likert-scale perception questionnaire. RESULTS: The face-to-face modality showed better results in listening comprehension and oral expression, whereas the virtual modality demonstrated higher performance in academic writing. No significant differences were found in critical reading. Additionally, students valued interaction in the face-to-face modality and flexibility in the virtual modality. CONCLUSION: Both modalities present differentiated strengths in the development of language skills. The integration of both modalities in a hybrid approach could optimize learning outcomes in graduate education contexts.