From both a practical and a theoretical point of view, it has been important to understand the differences between virtual and non-virtual teaching and learning mechanisms and the role they play in second language learning. One of the most frequently asked questions in language teaching circles is whether language should be taught virtually or non-virtually, and one of the central issues of second language acquisition is whether adults can learn a language fully through the same non-virtual learning mechanisms used by the child in learning a first language implicitly (passive and non-selective). Non-virtual learning takes place exactly how it sounds, i.e. non-virtually. Skill and behavior are taught and practiced and they demand considerable time acquiring information and learning new skills. Virtual learning is seen as any study form in which individuals have primary responsibility for planning, implementing, and even evaluating the effort. Research, scholarship, and interest in virtual learning have literally exploded around the world in recent years. Due to above said reasons, the present study was conducted. The purpose of this study was to compare and contrast (a) the effectiveness of virtual and non-virtual methods of teaching, (b) the difference between student outcomes for virtual and face to face(non-virtual) classes. The students were randomly divided into two groups, one was taught in a traditional classroom (non-virtual) and the other was taught virtually. Texts, lectures, and exams were made standardized for the two groups. Further, post-test results indicated the virtual class had significantly higher perceived peer contact and the time spent on class work. Also, the virtual class had perception of more flexibility, understanding of the materials and greater effects toward learning at semester end that of than the traditional one.
