The study aimed to explore and investigate the versatility, capacity, and adaptability for accommodating online English learning. The qualitative approach was employed in the study with a descriptive research design. 86 participants responded to the survey, and 25 semi-structured interviews were adjusted from the National Survey of Student Engagement (NSSE). The study’s findings have implications for employing online instructors, instructional designers, and administrators to increase online course engagement. The study exposed four recommendations based on the finding, including instructional elements of collaborated and interactive activities, integrated electronic tests applied on mobile phones, and Enhanced Social familiarity. English lecturers preferred to use Moodle and Google classroom as their daily Learning Management System (LMS) in the study context. The interactive tools intended to apply with QuizGame and Wirewax while conference communication instrument approved to the Google Meeting and Skype. Conclusively, the study offered implications for practice by confirming and presenting the online tools approach that might be utilized to engage and implement online English learning education in Higher Education circumstances.ABSTRAKPenelitian ini bertujuan untuk mengeksplorasi dan menyelidiki keserbagunaan, kapasitas, dan kemampuan beradaptasi untuk mengakomodasi pembelajaran daring bahasa Inggris. Pendekatan kualitatif digunakan dalam penelitian ini dengan desain penelitian deskriptif. 86 peserta menanggapi survei, dan 25 wawancara semi-terstruktur disesuaikan dari National Survey of Student Engagement (NSSE). Temuan penelitian ini memiliki implikasi untuk mengenlola instruktur daring, perancang instruksional pembelajaran, dan administrator untuk meningkatkan keterlibatan kelas daring. Studi ini memaparkan empat rekomendasi, termasuk elemen instruksional dari aktivitas kolaborasi dan interaktif, tes elektronik terintegrasi yang diterapkan pada ponsel, dan Peningkatan kedekatan Sosial. Instruktur atau dosen bahasa Inggris lebih menggunakan Moodle dan Google classroom sebagai Learning Management System (LMS) harian mereka dalam konteks belajar daring. Keterlibatan alat interaktif dimaksudkan untuk penerapan dengan QuizGame dan Wirewax sementara instrumen komunikasi konferensi digunakan dalam Google Meeting dan Skype. Secara meyakinkan, penelitian ini menawarkan implikasi untuk praktik dengan mengonfirmasi dan menyajikan pendekatan alat daring sehingga dapat digunakan untuk melibatkan dan mengimplementasikan pendidikan pembelajaran bahasa Inggris daring di lingkungan Pendidikan Tinggi.

<em>Learning management systems (LMS) Moodle presents a beneficial arrangement of features that support language learning in the electronic environment. The English lecturers' challenge is to obtain interaction and adaptability with their online classroom. The study is to find the effectiveness of teaching English in Moodle-based.  The semi-structured interviews and open-ended questioner were employed to recognize the complete information to the English lecturer's teaching experiences based on Moodle. This study determines that the effective teaching of English Moodle-based depends on both lecturer competences in pedagogy English and lecturer experience in the Moodle system. It covers a complete curriculum with high expectations, composes applicable model content, and constructs it more obtainable, provides specific and culturally applicable instruction, maintains practical approaches to explicit learning strategies, allows learnings to use the first language, prepares vocabulary in various contexts, and develops reading comprehension, and integrates communicative competence abilities. The language learning activities of the Moodle classroom are capable of fulfilling learning practice for complete progression participants with peculiar configuration, management, adjustments, and teaching approach. The English teaching course designer should organize and manage an expected course model of course-related activity, and it applied to the utilization of the syllabus or course information page. The essential aspect of interchangeable communication significantly reshapes language teaching pedagogy in the electronic ecosystem. The effective teaching of English Moodle-based can be achieved with teaching pedagogy's full capabilities and technicality in the Moodle system</em>.

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Teaching English Foreign Language (TEFL) has shifted complex for developing countries, especially Indonesia. Pandemic conditions bound conventional face-to-face teaching. A virtual classroom is another way of implementing the learning and teaching process. The purpose study investigates and describes the selection of English teaching based-strategy LMS Moodle and Google Classroom, particularly the testing and feedback feature. The qualitative research approached grounded theory. The entire data was collected by the questioner using purposeful sampling. The testing teaching strategies LMS Moodle discovered multiple-choice, short answer, essay, true/false statement, and missing word. Even though testing teaching strategies, Google Classroom was found multiple-choice, short answer, and essay. The selection of assessments is one of the benchmarks for English lecturers' readiness to teach using Moodle and Google classroom media. The testing variety is capable of encouraging students to perform well in e-learning. Feedback selection classifications were discovered, formal feedback, formative feedback, and summative feedback. Formal feedback is designed and regularly scheduled for the process. Formal feedback is designed and regularly scheduled for the process. The formative feedback is to observe student learning to provide continuous feedback. The summative testing evaluates student learning at the end of an instructional unit by comparing it against some patterns

The English online learning instructional model became contingent upon organised and guided learning practices by competent English lecturers as instructors in the online situation. There are a few concepts applied to the English instructional online pedagogy for Higher Education and Universities. The purposes of the examinations are to classify the relevance of online instructional learning to conform to English learning and present current or unexpected instructional design into the English online environment. The study employed a convergent parallel design method. This method of choice had depth-analysing and performing parallel analyses, which are considered alternative evidence for discussing the components of the online instructional model. The examination consisted of 52 English lecturers from various Higher Education and Universities. The survey questionnaires were addressed to participants, and interview strategies were identified to collect a distinctive angle and dept-involvement on the English online instructional. Findings of the study have revealed that English lecturers considered learner-centered intended course as very important for their teaching concept while emphasising real-world performance as important for the online environment material. Collaborative approach and concentrate on reliably and validly assessed outcomes become the second phase importance in the online instructional model. Interview protocols thematic analysis exposed that English lecturers should support and organise their particular English online instructional online environment. The general characterised adapted to engage in English online instructional online-based. The condition is because of English lecturers empathising with the appropriate material, approach to the learners’ flexibility, and individual accomplishment in every topic.