INTERACTION IN AN EFL READING COMPREHENSION DISTANCE WEB-BASED COURSE

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.