Rainbows amid Downpours: University Students’ Goals in Learning English during Digital Experiments

Abstract

University students are susceptible to the constantly shifting online milieu during the pandemic. Linguistic isolation can present more difficulties as students lack authentic social communication in classes online. This study examined the hopes and goals of university students in their English learning course during emergency remote learning. Third Year Pre-Service teachers of a state university in the Philippines served as participants in this study. Through content analysis of 28 student-responses of the English Modules, the research findings demonstrate the significance of hopes and goals of the university students in learning English during the pandemic. Amidst the digital experiments, students portray hopes and goals of developing their pedagogical skills in English and broadening their linguistic skills despite linguistic isolation. Students' goals in the course are to improve their language skills, develop in-depth knowledge in English, achieve better grades, and become effective potential teachers. As they aim to achieve those goals amid metaphorical downpours, university students reflect on the purpose of the course to equip them for lifelong learning that may develop ethical value, morality, and sense of vocation in their chosen profession. Despite having to confront the difficulties of learning online, their hopes and aspirations spark a burning desire to engage in intellectual and linguistic battles in learning English during pandemic and post-pandemic. Academic implications include for teachers to integrate authentic assessments for experiential language learning and for students to sketch a visual career plan outlining how students may achieve their goals as future educators.

Hopes, goals, hindrances, and solutions of students on forced digitalization of course learning amid pandemic

“…Other students throughout the course stressed the importance of developing connections. Fostering interaction among students can help promote an interest in learning and progress (Toquero et al, 2021). Similarly, learning the course should be enjoyable and engaging so that students can effectively acquire knowledge.…”

“…Students cannot acquire knowledge or develop skills if they are not exposed to or practiced with the material (Good et al, 2009). Students at the university level desire a dynamic and engaging activity that will enhance their educational experience while also directing their attention during a pandemic (Toquero et al, 2021). Nevertheless, it is beneficial to utilize enjoyment and fun, developmental activities, and a supportive social environment (Morgan et al, 2014).…”

“…However, time passes, and there is a rapid role for technological advancement in the educational system. The digitalization of course learning has risen, and it turns out to be more complicated than expected (Toquero et al, 2021). This sudden shift affects students' motivation in education.…”