Impact of Gagnes Model on L2 Online Environments

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Instructional practices that can improve learning outcomes and teaching impact are
crucial for instructors. The nine events of instruction in the online language classroom
setting (Gagne et al., 2004) is one possible solution to enhance the learning outcomes.
The Gagne model is based on understanding how learners process information. The
effects of Gagne's nine instructional events in L2 contexts in web-based courses are not
well understood, and none of the previous studies has validated this model for delivering
an online course on communication. Therefore, this study examines the impact of using
Gagne's theoretical model on student performance and course evaluations over a semester.
The nine events of instruction could be implemented in synchronous and asynchronous
online ESL courses. The participants were 64 (18 female, 47 male). Student test
performance and self-perception questionnaires have suggested that they have improved
their productivity and motivation. The research used a pretest-posttest methodology. The
first group of students received standard instruction using the four-quadrant model, and
the intervention group received training using Gagne's framework. The final grades of the
students increased after Gange's intervention. The students' feedback also supported the
proposed instructional model. The study has pedagogical and policy-level implications
for fostering language learning in CALL environments.