Breaking online language learning barriers: the effects of Experience-Based Cyclical E-Curriculum Design on learners’ vocational second language performance and learning experiences

Experiential learning and online learning platforms are increasingly being recognized as important in contemporary vocational language education and research. However, vocational language education has been criticized for its lack of connection with current technological developments. To address this issue, the study aims to determine the effects of “Experience-Based Cyclical E-Curriculum Design” on learners’ vocational second language performance and language learning experiences. The study utilized a design-based research approach. Quantitative data from the Vocational Second Language Skills Assessment Test were analyzed using ANCOVA, and qualitative data from Reflection Form were analyzed using Strauss and Corbin’s coding technique. The results indicate that the experiential learning curriculum, developed using the E-Curriculum Design framework, had a positive impact on learners’ vocational second language performance and vocational second language learning experiences. Thus, this study suggests that E-Curriculum Design, when integrated with an online learning environment, can effectively support learners in constructing knowledge through practical experience.