Implementation of Synchronous and Asynchronous E- Language Learning in Efl Setting: A Case Study

Abstract

Teaching and learning process since the pandemic time has shifted away from the traditional face to face classroom into online distance learning, and this will be undergo in the post pandemic. This case study aimed to investigate the effectiveness use of the combined modes of synchronous and asynchronous in e- language learning for university students. While both types of that learning approach have its importance in different scenario. The research questions to be answered in the study was how the adoption of synchronous (discussion activity platform) and asynchronous (learning content platform) would be more effective in e- language learning. 55 university participants from the second semester of English Department who joined the online creative writing class in synchronous and asynchronous language learning activity received the survey questionnaire as the sampling of the collected data. The data from the interview was also obtained to get the learners insights regarding the course experiences.The results showed that the applying of the combination approach in online learning has been greatly effective in helping the learners in terms of the community interaction and material engagement. Moreover, the learners’ response about the using blended mode of synchronous and asynchronous for their learning is very positive. Some suggestions to enfold the problems over the online learning are also provided.

Improving Students Learning Strategy Trough Mobile Counselling Online Application

“…towards a digital society (Alwi et al, 2019); (Gros et al, 2016a), which is firmly attached to the lifestyle of modern society (Prihandoko et al, 2021). E-learning has become a distance learning strategy during the COVID-19 pandemic by which teachers develop competence using media, virtual collaboration and online learning experience and ease of learning for students (Riwayatiningsih & Sulistyani, 2020). The use of the platform in e-learning requires other devices such as an android-based mobile.…”

The implementation of bichronous online learning: EFL students’ perceptions and challenges

“…Teachers and students require to set a specific time for having their online courses. In other words, this mode is possible to occur anywhere but not anytime (Riwayatiningsih & Sulistyani, 2020). Frequent methods of synchronous online learning include video conference, teleconference, live chatting, and livestreaming lectures, and live chatting (Rigo & Mikuš, 2021).…”

“…In addition, some recent publications and research projects related to the blending of asynchronous and synchronous online learning were carried out to discuss the impacts (Peterson et al, 2018;Sambeka & Rares, 2021;Shahabadi & Uplane, 2015) and the effectiveness (Riwayatiningsih & Sulistyani, 2020). Moreover, studies on the students' perceptions were also conducted worldwide (Malik et al, 2017;Rehman & Fatima, 2021;Rigo & Mikuš, 2021;Simbolon, 2021;Somenarain et al, 2010).…”

EFL Lecturers’ Challenges and Suggestions in the Online Teaching

“…In synchronous learning, the teachers and the students meet at the same time. Riwayatiningsih and Sulistyani ( 2020) argue that the teachers and the students interact with one another in real time so that the students can ask questions directly to the teachers. Additionally, Rinekso and Muslim (2020) explain that teachers can give direct answers to their students' questions as well as direct feedback on their students' work.…”