scholarly journals Learning English from Home during the Covid-19: Investigating Learners’ Experience for Online and Autonomous Learning

2020 ◽  
Vol 6 (2) ◽  
pp. 202
Author(s):  
Tuti Hidayati ◽  
Faizatul Husna
Keyword(s):  
Language Learning ◽  
Survey Design ◽  
Learning Experience ◽  
Autonomous Learning ◽  
Learning Activity ◽  
English Learning ◽  
Inferential Statistic ◽  
Different Types ◽  
Teachers And Students ◽  
Correlation Procedure

Albeit the covid-19 pandemic impacts on education have been extensively discussed, little empirical evidence addresses students’ experience of autonomy. The present study investigates and obtains information about the experience that the students encountered during online English learning, their perception about it, and how their experience shapes their autonomous learning potentiality. The study was conducted in a quantitative approach adopting survey design and correlation procedure. Data was collected through an online form questionnaire. Data analysis was performed using both descriptive and inferential statistic to look for trends and correlation between the variables. The result of the study indicated that the students participating in the study seemed to have a quite good online English learning experience. They received various learning instructions and were engaged in different types of language learning activity. The majority of students perceived online English learning as fairly enjoyable, yet many of them displayed considerable potential to act as autonomous learners. Furthermore, the correlational analysis indicated a positive correlation (r=.312; sig=.008) demonstrating that students’ potentiality to learn autonomously to some extent, was influenced by their experience of online English learning. This study implies that both teachers and students gradually become more accustomed to online and autonomous learning.

scholarly journals STUDENTS’ PERCEPTIONS TOWARDS THE IMPLEMENTATION OF MALL IN ENGLISH LEARNING: A CASE IN SENIOR HIGH SCHOOL

2021 ◽  
Vol 2 (1) ◽  
pp. 21-32
Author(s):  
Adhitias Dewi Helda Ningrum ◽  
Farouk Imam Arrasyid
Keyword(s):  
High School ◽  
Language Learning ◽  
Teaching And Learning ◽  
English Language ◽  
English Education ◽  
Senior High School ◽  
Learning Activity ◽  
English Learning ◽  
Mobile Assisted Language Learning ◽  
Teachers And Students

Abstract: In this 21st century era therm of Mobile Assisted Language Learning becomes a part of teaching and learning activity in English Education. Mobile Assisted Language learning offers various benefits to both teachers and students. Though, it offers various benefits, in practice it is still debatable thing. Thus, this research was tried to investigate students’ perception towards the implementation of MALL in their learning process. The research was taken at Senior High School in SMAN 1 Dukupuntang. This current study use descriptive qualitative method, and the data were collected through open-ended questionnaires and interview to get the relevant data. The present research shows that students tend to have good perception on the implementation of MALL in English Learning. In using MALL, students use several applications and software to help them study about English Language both inside and outside the classroom. By using MALL, students feel that it was more enjoyable and able to get the information quickly. This research also shows the challenges that faced by the students when they use MALL in English Learning activity. In conclusion, this research shows that students’ have positive perception towards MALL in English Learning.

scholarly journals Camtasia as English Learning Video in EFL Classroom: Response of its Implementation

2020 ◽  
Vol 53 (1) ◽  
pp. 56
Author(s):  
I Made Puja Subakti ◽  
Agustini DAE
Keyword(s):  
Elementary Schools ◽  
Qualitative Study ◽  
Industry 4.0 ◽  
Teaching And Learning ◽  
Learning Experience ◽  
Learning Activity ◽  
English Learning ◽  
Effective Learning ◽  
Integration Of Technology ◽  
Teachers And Students

Since Educational industry 4.0 reflects the current style of teaching and learning process, the integration of technology-based learning media has been highly demanded. Thus, various types of learning media including video have been widely implemented. This policy was then the basis of this present study to describe teachers’ and students’ response towards the implementation of animated learning video developed by using Camtasia in elementary schools. This study made use of a descriptive qualitative study. The data were collected through observation, questionnaire, and interviews. The result of this study clearly indicates that by offering animated learning video, the learning activity becomes more attractive even more affects the students’ understanding, especially in building vocabulary mastery. As the result, the animated learning video developed has been acknowledged as an effective learning media. As the advantage, this study can enrich students’ learning experience in learning English.

scholarly journals Transformation of the System of Values of Autonomous Learning for English Acquisition in Blended E-Studies for Adults: A Holistic Fractal Model

2016 ◽  
Vol 18 (2) ◽  
pp. 119-134
Author(s):  
Ināra Bojāre ◽  
Astrīda Skrinda
Keyword(s):  
Adult Learners ◽  
Language Learning ◽  
Swot Analysis ◽  
Nonformal Education ◽  
Learning Experience ◽  
Fractal Model ◽  
Autonomous Learning ◽  
English Learning ◽  
Readiness To Learn ◽  
Systemic View

Abstract The present study is aimed at creating a holistic fractal model (HFM) of autonomous learning for English acquisition in a blended environment of e-studies in adult nonformal education on the basis of the theories and paradigms of philosophy, psychology and education for sustainable development to promote the development of adult learners’ experiences of English acquisition. Thus, the present research attempts to find out how autonomous learning influences transformation of the system of values and integration in the learning environment. The research is based on the holistic paradigm of science. Adults’ English learning experience, their readiness to learn the language in blended e-studies and the SWOT analysis of metacognitive strategies are investigated in the paper. The authors also put forward recommendations for facilitating the transformation of the system of values in the process of autonomous learning for English acquisition in blended e-studies. The research has resulted in the HFM that interprets the systemic view on the transformation of values in the environment in the classroom and virtual environment, shows more holistic comprehension of the deepness and structure of the complexity of language learning and makes a methodological basis for its holistic facilitation in blended e-studies for adults.

scholarly journals STUDENTS’ PERCEPTION OF LEARNING MANAGEMENT SYSTEM (LMS) UTILIZED IN ONLINE ENGLISH LEARNING SITUATION DURING COVID-19 PANDEMIC

2021 ◽  
Vol 2 (2) ◽  
pp. 36-46
Author(s):  
Denita Azzahra Ramadania
Keyword(s):  
Language Learning ◽  
English Language ◽  
Survey Design ◽  
Valuable Insight ◽  
English Learning ◽  
Learning Situation ◽  
Teachers And Students ◽  
Learning Management ◽  
Face To Face Learning ◽  
The Impact

This research is aimed to figure out the students’ perceptions of Learning Management Systems (LMS) that they utilized in Online English Learning Situation During Covid-19 Pandemic. Nowadays, many teachers have changed their face-to-face learning to full online learning as the impact of coronavirus outbreak. This situation creates new model of learning in which Learning Managements System or LMS becomes one of platform that are used by both teachers and students to support learning. The various LMS such as Google Classroom, Edmodo, Schoology, Moodle, and etc. are gained interest and popular in education context including English Language Learning (ELL) and Teaching (ELT). Hence, the writer tries to expose the valuable insight from the students’ perception towards those LMS by conducting a quantitative study within survey design and instruments. This research involved 125 respondents mainly from Jabodetabek area. After the data has been collected, the writer analyzed it by using Ms. Excel 2010. The result showed a positive sight from the students. They seemed enjoy using LMS, since it facilitates students in learning English with easy features to submit assignment, quiz, feedback, and communication forum.

Education of undergraduate: Epistemic and cultural beliefs as obstacles to technology

2021 ◽  
pp. 002072092098431
Author(s):  
Fahad SS Alfallaj ◽  
Ahmed AH Al-Ma'amari ◽  
Fahad IA Aldhali
Keyword(s):  
Saudi Arabia ◽  
Language Learning ◽  
Language Proficiency ◽  
English Language ◽  
Learning Experience ◽  
Cultural Beliefs ◽  
Cultural Barriers ◽  
English Learning ◽  
Mixed Method Research ◽  
Language Curriculum

This study aims to identify the epistemological and cultural beliefs that act as barriers in English learning by Saudi undergraduate learners. English is a compulsory component of education from the early school years in Saudi Arabia, and the Ministry of Education invests a great deal of workforce and financial resources in this sector in a concerted effort to ensure that Saudi students attain language proficiency. The study employed a mixed-method research design and was conducted with 85 undergraduate learners at Qassim University. It used a questionnaire and interviews to obtain insight into the factors that inhibit the English learning experience. Results revealed that the respondents' resistance to the learning of others' culture stems mainly from the epistemic and cultural barriers embedded in English language learning. Implications of the study will provide the basis to policymakers, educationists, institutions, and learners for contextualizing the English language curriculum of Saudi Arabia.

scholarly journals FEATURES OF A FOREIGN LANGUAGE LESSON

2021 ◽  
Vol 1 (194) ◽  
pp. 167-172
Author(s):  
Tetyana Tokaryeva ◽  
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Complex Nature ◽  
Learning Material ◽  
Proper Understanding ◽  
Initial Stage ◽  
Different Types ◽  
Teachers And Students ◽  
Oral Skills ◽  
Specific Part

The article considers the main features of a foreign language lesson in view of the goals and content of the lesson, its complex nature, structure and main types. Considerable attention is paid to the complex nature of work in the classroom, as all elements of language material – phonetic, lexical and grammatical – are interdependent in the implementation of foreign language speech activities. The specifics of goal setting are considered taking into account the features of the lesson, its structure and typology. The purpose of the lesson is a definite reflection of the ultimate goal, a specific part of it. Proper understanding of the purpose of the lesson should be based on a combination of two features of the lesson – language learning and complexity. Each foreign language lesson has a practical, educational and upbringing purpose. The structure of the lesson involves closely interrelated and independent activities of teachers and students, in which the learning process is embodied. The article focuses on the initial stage of a foreign language lesson, which prepares students to implement skills and abilities in various types of speech activities, such as speaking, listening, reading and writing. The beginning of the lesson is one of the constant stages of a foreign language lesson. The initial stage consists of various exercises, mostly oral. It can also be implemented in the form of dialogue between students, in the form of students asking a series of questions on a particular topic addressed to the class. The teacher may also suggest starting the lesson with a story based on familiar and understandable learning material. In addition, individual or frontal control can be performed at the beginning of the lesson. Since a foreign language lesson is a lesson in the development of skills, the stages of communication and consolidation of new knowledge are combined with the performance of various exercises. Lessons of different types, combined for a specific purpose, can form a system of thematic series, within which the objectives of the lessons vary in quantitative and qualitative terms. There are three such systems, namely, the system of lessons aimed at: 1) the development of oral skills and abilities; 2) reading and understanding the text; 3) for the development of both groups of skills. An overview of the typology of foreign language lessons developed and proposed by leading experts in the field of methods of teaching foreign languages is presented in order to emphasize the features of a foreign language lesson.

scholarly journals Using Drama in EFL Classroom

2019 ◽  
Vol 5 (2) ◽  
pp. 125
Author(s):  
Luh Angelianawati
Keyword(s):  
Language Learning ◽  
Teaching And Learning ◽  
English Learning ◽  
Practical Guideline ◽  
Efl Teaching ◽  
Teachers And Students ◽  
Research Findings ◽  
Potential Benefits ◽  
Efl Classrooms ◽  
The Many

Due to the many potential benefits and drama can offer in language learning, there has been a growing interest to use drama in ESL/EFL classrooms. However, the practice still causes many difficulties to both teachers and students due to several factors. This article reviews current theories and research findings on the use of drama in ESL/EFL teaching and learning to provide a better understanding of the use of drama to facilitate learning in EFL classrooms. It begins with current theories behind drama use in English learning. This section tries to clarify what drama is in the context of ESL/EFL, what benefits it offers, and what challenges teachers potentially meet. After that, the discussion focuses on a practical guideline for using drama in the classroom. It proceeds with a brief description of some useful drama techniques. The article ends by offering some concluding remarks.

scholarly journals An English Learning: Rural Students Beliefs

2021 ◽  
Vol 9 (1) ◽  
pp. 30
Author(s):  
Mulia Mulia ◽  
Amiruddin Amiruddin ◽  
Abdul Manan ◽  
Khairisman Khairisman
Keyword(s):  
Language Learning ◽  
Quantitative Method ◽  
Survey Design ◽  
Research Data ◽  
Rural Students ◽  
English Learning ◽  
Motivation To Learn ◽  
Qualitative And Quantitative Analysis ◽  
Qualitative And Quantitative ◽  
Learning English

This study departs from the researcher's experience as a volunteer teacher in a school where students face obstacles in learning English due to a lack of motivation and supporting facilities that impact their English performance. Therefore, the purpose of this study is to analyze beliefs in learning English. This study uses a quantitative method with a survey design using Horwitz's Beliefs About Language Learning Inventory questionnaire as a research instrument. The population in this study found 136 students. The instrument used to collect data is a questionnaire. The technique used to analyze the research data is qualitative and quantitative analysis. The findings show that students support various beliefs about learning English. The most common beliefs held by students are motivation and expectations. Students have reasonable confidence in motivation and hope (72.35%) because they have a better education, and a future career can be achieved through good English skills. It can be said that students have good motivation to learn English because they think it will be helpful for their dream job in the future.

An Investigation of Chinese Older Adults' Self-Directed English Learning Experience Using Mobile Apps

2019 ◽  
Vol 9 (4) ◽  
pp. 51-71
Author(s):  
Yangting Wang ◽  
M. Sidury Christiansen
Keyword(s):  
Older Adults ◽  
English Language Learners ◽  
Language Learning ◽  
Transformational Learning ◽  
English Language ◽  
Mobile Apps ◽  
Learning Experience ◽  
English Learning ◽  
Self Directed Learning ◽  
Chinese Older Adults

A majority of research on mobile-assisted language learning focuses on traditional English language learners: thus, little attention has been paid to older adult learners. The purpose of the study is to explore the learning experiences of Chinese older adults using the free and popular English learning mobile apps, Duolingo/Hello English, Baicizhan, and Liulishuo, in a self-directed learning (SDL) context. A 17-week sequential mixed-methods study was designed. 55 older adults from age 45 to 85 participated. The informed grounded theory was used and Saldana's coding techniques for qualitative analysis. Quantitative data were analyzed using descriptive statistics and paired sample t-tests. Findings demonstrate that older adults persisted in learning using mobile apps for 17 weeks and increased their vocabulary significantly. Finally, a transformational learning model called MISAPP was created based on the empirical data and the SDL theory.

scholarly journals Fostering students’ autonomy in learning English in nonlinguistic university

2020 ◽  
Vol 75 ◽  
pp. 03007
Author(s):  
Oksana Pershukova ◽  
Nina Nikolska ◽  
Oksana Vasiukovych
Keyword(s):  
Language Learning ◽  
Learning Experience ◽  
Learner Autonomy ◽  
Autonomous Learning ◽  
Control Group ◽  
First Year ◽  
First Year Students ◽  
Autonomy Development ◽  
Special Approach ◽  
And Control

The study aims to find out whether it is possible to foster students’ learner autonomy in the context of ESP language learning in non-linguistic universities by using a special approach. The experiment was carried out at National Aviation University in Ukraine with two groups of first-year students of electronics (experimental and control) in 2018-2019. Testings to determine students’ level of communicative competence in English and surveys to identify students’ level of learner autonomy development were conducted in September and May of the same year of education. The control group did not receive any special training, while in the experimental group were created special learning conditions. With the purpose to prepare students to accept responsibility for their learning, they were given the opportunities to choose educational materials; to set goals of their learning; to reflect the process and evaluate the results of learning, etc. Modern technologies were widely used as well as scaffolding (if necessary). According to the results of the experiment, it was stated that only a part of the most active students used the created conditions and gained experience in autonomous learning. The conclusion was made about creating such an environment. It is a challenge that is appropriate to realize to give an autonomous learning experience to aspiring students.

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