EFL Learners’ View on Online Learning Implementation During Covid-19 Outbreaks

Melvina,; Lengkanawati, Nenden Sri; Wirza, Yanty; Alicia, Dona; Yulmiati,

doi:10.2991/assehr.k.201230.130

Cited by 16 publications

(23 citation statements)

References 22 publications

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“…Sadeghi (2019) also illustrated that distant learning provides opportunities for students and workers willing to accomplish their learning process. The findings of this study differ from those of Melvina et al (2020), who stated that learners of English as a foreign language (EFL) faced many obstacles while learning online during the Covid-19 Pandemic, such as lack of knowledge and skills of online learning, as well as teachers' limited experience with online learning.…”

Section: Discussioncontrasting

confidence: 99%

“…Thus, the result of the current study contradicts those of Melvina et al (2020), who stated that learners of English as a foreign language (EFL) faced many obstacles while learning online during the Covid-19 Pandemic, such as lack of knowledge and skills of online learning, as well as teachers' limited experience with online learning. Meanwhile, results showed that EFL students improve their language skills and English vocabulary, specifically in online learning through Microsoft Teams.…”

Section: Discussioncontrasting

confidence: 99%

“…), connection difficulties (e.g., low internet speed), poor writing skills, or language barriers (see, for example, Rasheed et al, 2019). Melvina et al (2020) studied Indonesian undergraduate EFL learners' views on online learning implementation during the Covid-19 outbreaks. The study's findings revealed that Indonesian undergraduate EFL students consciously realize that studying from home and using online learning is the best way during Covid-19 outbreaks.…”

Section: Efl Learners' Perceptions On Online Education In Kuwait and Other Global Contextsmentioning

confidence: 99%

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Online Learning via Microsoft TEAMS During the Covid-19 Pandemic as Perceived by Kuwaiti EFL Learners

AlAdwani¹,

AlFadley²

2022

JEL

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Covid-19 pandemic made a sudden shift of all ages to online learning and distance learning instructions. However, there is a paucity of research to address the possible impacts of the pedagogical shift integrated into new online platforms on learning, interaction, and assessment, especially in higher education settings from the vantage point of EFL students. Framed in a descriptive quantitative study, the main objective of this study includes two folds: a) to identify the possible effects of online learning via Microsoft TEAMS platform during the COVID-19 pandemic on assessment, interaction, and learning English as a foreign language from EFL students’ perception and b) to reveal the possible significant correlation between learning, interaction and online assessment via Microsoft TEAMs. Data were collected using a developed questionnaire consisting of 30 items focusing on three dimensions: interaction, learning, and assessment among 440 EFL students whose major was English at the College of Basic Education in Kuwait. At the significance level of 0.01, the results revealed the effect of online learning via Microsoft TEAMS during the COVID-19 pandemic on learning of English skills, students’ interaction and achievement assessment as perceived by the EFL students in the English Language Department in the CBE was rather high, moderate and moderate and moderate respectively. There is a strong/high statistically significant correlation between Interaction and Assessing (r = 0.538), interaction and Learning (r = 0.747). There is a statistically significant moderate correlation between Assessing and Learning (r = 0.467). This study is of some pedagogical and assessment ramifications for EFL contexts in the pandemic era.

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Section: Discussioncontrasting

confidence: 99%

Section: Discussioncontrasting

confidence: 99%

Section: Efl Learners' Perceptions On Online Education In Kuwait and Other Global Contextsmentioning

confidence: 99%

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Online Learning via Microsoft TEAMS During the Covid-19 Pandemic as Perceived by Kuwaiti EFL Learners

AlAdwani¹,

AlFadley²

2022

JEL

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“…However, many of the studies focused on using technology as a tool to enhance students' general English language ability via their online classes; the teachers usually controlled the lessons. When the teacher wants students to improve both their language skills, critical thinking, and problem-solving skills as well as content knowledge at the same time, a project-based learning approach integrated with the use of technology is usually recommended (e.g., Melvina et al, 2020;Yuliansyah & Ayu, 2021). Despite several previous studies focusing on online language learning in Thai contexts (e.g., Kanchai, 2021;Kawinkoonlasate, 2020;Sompakdee et al, 2021), there is a lack of research regarding the use of technology integrated with project-based learning.…”

Section: Introductionmentioning

confidence: 99%

Integrating Self-Generated Online Projects in an ELT Class at a Thai University during the COVID-19 Pandemic

Poonpon¹

2022

APJEE

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This paper reports how self-generated online projects were integrated into an English language teaching (ELT) class at a Thai university and their impact on pre-service teachers’ experience during the unexpected COVID-19 situation. A qualitative approach was used to describe the integration of self-generated online projects as final group projects and report the learners’ opinions towards their online project-based learning. The participants were 58 pre-service English language teachers who took the Linguistics and Language Teaching course at a Thai university during the first semester of the 2020 academic year. The course initially required the students to organise an English teaching camp at a rural school after they had learned ELT theories and approaches throughout the semester. However, due to the COVID-19 spread, the learners’ original project had to be shifted to creating online English teaching. The online projects were designed to be self-generated, encouraging learners to use their English teaching knowledge and skills to design online lessons for rural school students. The project-based multimedia learning approach (Simkins et al., 2002) was adopted to guide the self-generated projects. The learners’ opinion towards integrating the online projects during the difficult situation was elicited using a reflection form and a small group interview. The findings reveal project integration procedures, the challenges the students faced, their ways of dealing with those challenges, and the advantages and disadvantages of the integration. The students used a variety of working strategies to collaborate their work. They admitted that the COVID-19 lockdown, project time limitations, and limited technology skills delayed their work. However, they believed that the online projects enhanced their teaching and digital skills, increased motivation as well as problem-solving and collaboration skills.

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“…Previous studies have stated that the challenges of online learning in Indonesia are quite diverse. There are universities with lecturers who have limited experience with implementing applications for online learning (Melvina, Lengkanawati, Wirza, Alicia & Yulmiati, 2020). The cost of buying an Internet quota is quite expensive (Bahasoan, Ayuandiani, Mukhrom & Rahmat, 2020).…”

Section: Introductionmentioning

confidence: 99%

Heroe’s model: Case study to reduce students’ learning loss and anxiety

Kurniawan

Budiyono

2021

CJES

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The spread of COVID-19 in all countries is forcing a change from face-to-face learning to online learning. Of course, the implementation of online learning cannot be separated from the obstacles and threats of decreasing the quality of education, one of which is the threat of learning loss and anxiety. This study aims to see and reduce learning loss and learning anxiety in higher education through the application of Heroe’s math online learning model. This study is a qualitative descriptive study using diagnostic tests, self-development tests, self-rating anxiety scale test, self-assessment questionnaires and interviews as data collection instruments. Data analysis used technical triangulation. The results showed that with the application of Heroe’s math online learning model there were no learning loss symptoms and showed a decrease in students’ anxiety levels. The results of this study have an important meaning that the need for handling and adaptation to learning barriers due to changes in the learning environment is not certain. Keywords: Anxiety, higher education, Heroe’s model, learning loss

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EFL Learners’ View on Online Learning Implementation During Covid-19 Outbreaks

Cited by 16 publications

References 22 publications

Online Learning via Microsoft TEAMS During the Covid-19 Pandemic as Perceived by Kuwaiti EFL Learners

Online Learning via Microsoft TEAMS During the Covid-19 Pandemic as Perceived by Kuwaiti EFL Learners

Integrating Self-Generated Online Projects in an ELT Class at a Thai University during the COVID-19 Pandemic

Heroe’s model: Case study to reduce students’ learning loss and anxiety

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