Group work in Zoom breakout rooms to enhance English-speaking self-efficacy for active learning activities

Abstract

The study aimed at analyzing the effectiveness of assigning students to work in groups using Zoom breakout rooms to enhance their speaking self-efficacy to participate in active learning activities in an online learning context. Thirty-six students of Diploma 3 of the Accounting Program attending English for Accounting course were purposively selected as the respondents of the study. The data were collected using a three-part questionnaire distributed electronically using Google Forms. The validity and reliability of the questionnaire were measured using Pearson correlation and Cronbach Alpha. The students reported that their sources of English-speaking self-efficacy were enhanced as they had opportunities to develop both mastery and vicarious experience of English speaking, received social persuasion in the form of encouragement and motivation from one another, and experienced lower speaking anxiety. The teaching strategy enhanced the students’ English-speaking self-efficacy to participate in active learning activities to a moderate level. From being quiet and passive, they gradually transformed into active learners who could ask questions, chair discussions, answer questions, defend arguments, etc. It can be concluded that a group work in Zoom breakout rooms facilitated active learning activities as the students experienced opportunities to enhance English-speaking self-efficacy. There was a significant positive correlation between the use of group work in Zoom breakout rooms and students’ self-efficacy to participate in active learning activities. Implications and limitations of this current study are presented, and suggestions for further studies are offered.

Is Video-Conferencing Helpful for Physical Education Classes in the New Normal? A PLS-SEM Analysis Adopting the Technology Acceptance Model

“…It was found that PEOU and PU truly represent variables that are favourably connected with and stimulate students' BI and AU of Zoom as an alternative educational platform in learning knowledge-skill-based concepts in a variety of PE courses. As a result, the findings suggested that the implementation of the aforementioned videoconferencing platform was incontestably uncomplicated and simple to use, consistent with the findings of previous inspections (Hartono et al, 2023;Hidayat et al, 2022). Students' optimistic views of Zoom as a useful platform have the potential to boost their overall academic performance because of its accessibility and practicability.…”

“…Zoom is used by universities and colleges across the world because of its adaptability and ease of use, both of which benefit students. For instance, the newly published paper by Hartono et al (2023) has revealed that the students felt more confident in their ability to communicate in English because they had more chances to practise, as well as gain exposure to, the language; they received persuasive support in the form of positive reinforcement from their peers and they encountered less anxiety when doing so. Therefore, students' opportunities to actively study and improve their English-speaking self-efficacy were fostered through group work in Zoom breakout rooms.…”

EFL students’ readiness to have online learning during the Covid-19 pandemic among undergraduate students

“…This phenomenon affected the education system regarding curriculum, methods, lecturer roles, student positions, and assessment. Many students experienced learning fatigue (Ebner & Greenberg, 2020;Hartono et al, 2023) and low attendance and engagement (Hollister et al, 2022;Ubu et al, 2021).…”