Online learning motivation for Aviation English: Attitude, readiness, and demographic factors

Rochmawati, Laila; Fatmawati, Fatmawati; Sukma, Meita Maharani; Sonhaji, Imam

doi:10.21070/jees.v6i1.792

Cited by 3 publications

(2 citation statements)

References 30 publications

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“…They can build motivation and competence and the skills to be achieved. Students who can learn independently can control themselves, have high learning motivation, and are confident that they have a broad and flexible orientation or insight (Rochmawati, Fatmawati, Sukma, & Sonhaji 2021).…”

Section: The Challenges Of Independent Learning In English Online Classmentioning

confidence: 99%

Independent Learning in English Online Class During Covid-19 Pandemic: Students Perceptions and Its Challenges

Nagauleng

Waris

2022

ERJEE

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The spread of Covid-19 in Indonesia forces teachers and students to conduct the online learning-teaching process independently. Online learning is carried out to protect teachers-students and reduce the number of people affected by the virus. Thus, this present study aims to discuss how independent learning in online English class put into practice at school, discover students’ perceptions of independent learning in online English classes and its challenges during the Covid-19 pandemic. This present study relays on mixed methods research design. Qualitative and Quantitative data were collected through a survey using a google form. Qualitative data were analyzed by coding, classifying, explaining, and concluding. Meanwhile, quantitative data were analyzed using the Likert scale method through SPSS ver. 23. The results show that in the learning-teaching process during the covid-19 pandemic, students learn independently using learning-teaching materials provided by English teachers. Besides, students use media such as YouTube to help them understand the material given by teachers. Students claim that independent online English learning is ineffective since students find difficulties in understanding materials. Although students use technology to support the learning-teaching process, it does not work well since the internet connection is unstable and internet quotas are limited. Therefore, teachers should manage independent online learning properly to enable students to achieve the goal of the learning-teaching process. Teachers should organize and control the learning-teaching process according to current needs; planning, implementation, and assessment.

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Section: The Challenges Of Independent Learning In English Online Classmentioning

confidence: 99%

Independent Learning in English Online Class During Covid-19 Pandemic: Students Perceptions and Its Challenges

Nagauleng

Waris

2022

ERJEE

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“…While existing literature provides insights into the importance of learning effectiveness, the student engagement, and the role of innovative learning media, there is a gap in understanding the specific impact of the Quizizz on students' learning interest in Vocational High Schools (Rochmawati et al, 2021). Therefore, the aim of this study was to investigate the effectiveness of using Quizizz as a learning media on students' learning interest.…”

Section: The Research Gap and Aims Of The Studymentioning

confidence: 99%

Effectiveness of the Use of Quizizz Media on Students' Learning Interest

2024

FeD

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This quantitative research examined the efficacy of Quizizz, an educational game-based learning platform, in fostering students' interest in learning within Vocational High Schools. The objectives included the assessment of the impact of Quizizz on student engagement, attitudes towards learning, perceptions of assessments, and the role of game characteristics in fostering the learning interest. A sample of 100 students from two Vocational High Schools in Bengkulu City, Indonesia, was randomly selected, and an interactive learning assessment tool using Quizizz, was employed for the evaluation. Pre- and post-implementation surveys, observations, and interviews were conducted in order to collect quantitative and qualitative data. Statistical analyses, including descriptive statistics, paired sample t-tests, reliability tests, and normality tests, were employed to analyse the obtained data. Comparing pre- and post-implementation surveys, substantial enhancements across various indicators of learning interest, including happiness, involvement, interest, and attention were observed. The results indicated a significant improvement in students' learning interest following the implementation of Quizizz. The pre-implementation surveys revealed insufficient levels of interest, while the post-implementation surveys showed substantial enhancements across all indicators, including happiness, involvement, interest, and attention. Statistical tests confirmed the effectiveness of Quizizz in enhancing students' learning interest, with a statistically significant difference between the pre-test and post-test scores. The reliability of the instrument used for data collection was established through Cronbach's Alpha test, ensuring consistency and reliability of results. The findings underscored the importance of innovative learning media like Quizizz in stimulating student engagement and interest in learning. By incorporating game elements and interactive features, the Quizizz provides an engaging and effective learning experience, positively impacting students' attitudes towards learning. This study contributed to the literature on educational technology by demonstrating the effectiveness of Quizizz as a learning tool in Vocational High Schools, highlighting its potential of enhancing student learning interest and educational outcomes improvement.

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The Effect of Gamification with Web 2.0 Tools on EFL Learners’ Motivation and Academic Achievement in Online Learning Environments

Temel,

Cesur

2024

Sage Open

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New teaching and learning practices related to gamified tools in online learning environments have become even more important during the pandemic and will continue to reshape educational processes, including higher education institutions, in the post-pandemic period. In line with this, the present study aimed to investigate the effects of gamification with Web 2.0 tools including Kahoot!, Socrative, Quizizz, and Mentimeter on EFL learners’ motivation and academic achievement levels in online learning environments through a quasi-experimental research method and was based on a mixed-method sequential explanatory research design. The participants of the study are 60 freshman learners studying at a state university in Türkiye. The data were obtained through a scale, an Achievement Test, and a semi-structured interview. The quantitative data were analyzed via statistical measures, and the qualitative data were analyzed through content analysis. The findings indicated that the treatment via gamified Web 2.0 tools had a statistically significant difference in favor of the experimental group in terms of the participants’ motivation/course interest levels and the experimental group scored higher on the Achievement Test compared to the control group.

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Online learning motivation for Aviation English: Attitude, readiness, and demographic factors

Cited by 3 publications

References 30 publications

Independent Learning in English Online Class During Covid-19 Pandemic: Students Perceptions and Its Challenges

Independent Learning in English Online Class During Covid-19 Pandemic: Students Perceptions and Its Challenges

Effectiveness of the Use of Quizizz Media on Students' Learning Interest

The Effect of Gamification with Web 2.0 Tools on EFL Learners’ Motivation and Academic Achievement in Online Learning Environments

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