The videoconferencing mode provides learners with opportunities for distant face-to-face interaction and collaboration. It is a potential platform to develop their L2 (second language) skills. Several studies have discussed L2 listening and speaking development in VC-based EFL courses, but L2 reading and writing development in such courses has not received as much attention. Therefore, the current study is relevant. It reports the impact of a VC-based EFL course taught at the American University of Armenia for adults. The results of reading and writing tests, which were entirely computerized and conducted at regular intervals, were analysed. Results show development of reading and writing skills, but inconsistency was observed across subskills. Though the study is limited in scope, it offers directions for future studies to investigate L2 reading and writing skills with more rigorous research designs and greater sample size.
Keywords: Videoconferencing, reading, writing, learners’ attitudes, Armenia.