Students’ cognitive engagement during emergency remote teaching: Evidence from the Indonesian EFL milieu

Yundayani, Audi; Abdullah, Fuad; Tandiana, Soni Tantan; Sutrisno, Bejo

doi:10.52462/jlls.2

Cited by 14 publications

(18 citation statements)

References 49 publications

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“…Students need to practice everywhere, and there is no need for previous preparation by using their mobile phones (Baniabdelrahman, 2013). Students' affianced cognition to identify language learning motivation, connecting material with their learning experience, and automated learning e earlier studies (Yundayani et al, 2021). Practicing and receiving strategies could be influenced by utilizing specific technological devices or phone applications such as YouTube, movies, or video conferences (Panigrahi et al, 2018).…”

Section: Discussionmentioning

confidence: 99%

Investigating Students’ Language Learning Strategies During Online Learning: How They Deal with Speaking Ability

Marlin

Saehu²,

Yundayani³

2022

JEELS

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The pandemic situation shifted the learning process from offline to online. It challenges the students in English learning, especially in learning their speaking ability. However, the students manipulated the strategies by utilizing online platforms or mobile phone applications accordingly to their learning experience. This study investigates students' language learning strategies and how the strategy is applied in learning speaking ability. The case study was carried out in a senior high school. The respondents are 64, who were chosen purposively to be involved in this study. The instruments of data collection were conducted by questionnaire and interview under Strategy Inventory for Language Learning. The results showed that 63 (95%) of students applied metacognitive strategies in the form of centering learning process, arranging, and planning learning strategies. Moreover, 61 or 91% of students used practicing, receiving, and sending messages of group cognitive strategies to motivate them to practice their speaking ability during online learning. Furthermore, less than 80% of social, memory, affective, and compensation. It recommended that the teacher be a facilitator by providing a good stimulus for the students to motivate themselves to be self-regulated

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Section: Discussionmentioning

confidence: 99%

Investigating Students’ Language Learning Strategies During Online Learning: How They Deal with Speaking Ability

Marlin

Saehu²,

Yundayani³

2022

JEELS

Self Cite

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“…In the category of Integration (C3), students were asked to create mind-maps (Yundayani et al, 2021), to take note and to subsequently summarize the notes (Arianto, 2020), and to review books in a digital library (Atmojo & Nugroho, 2020). Other types of activities that typically create a sense of integration are problem or project-based learning, such as making videos (Lisa et al, 2021), creating digital short story trailers (Al-Munawwarah et al, 2021), and interviewing foreign students (Santoso, 2021).…”

Section: Cognitive Presencementioning

confidence: 99%

A Systematic Review of Online ELT Research in Indonesia During the COVID-19 Pandemic Through the Community of Inquiry Framework

2022

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Aim/Purpose: This study attempts to provide a thorough review on online English Language Teaching (ELT) research in Indonesia during the COVID-19 pandemic, with the aim of presenting best practices of online ELT classes for the future blended or hybrid learning scenario. To operationalize the “best practices” of online learning, the Community of Inquiry framework was used as the guiding perspective. Background: There is a dearth of research employing a systematic review of English Language Teaching (“ELT”) practices in Indonesia carried out during the pandemic, with a view of synthesizing such practices. Such a review is deemed essential in order to provide a comprehensive description of good practices in online English classes, such as in terms of integrating technology into the ELT virtual classes, taking advantage of the experience gained from approximately more than two years of Emergency Remote Learning in the country. Methodology: This study employed the Research Review methodology, with PRISMA (Preferred Reporting Items for Systematic Review and Meta-Analysis) 2020 to guide the process. Database (Google Scholar and Scopus) search was conducted to find research articles in English on ELT during the pandemic in Indonesia, excluding those that are conceptual in nature. The final list of 94 articles was then coded using the categories in the Community of Inquiry (“CoI”) framework, namely, Teaching, Cognitive, and Social Presence. Inter-rater reliability was computed to assess the risk of bias of the two reviewers. The resulting data, in the form of pieces of “evidence” of the CoI categories, were tabulated and described. Contribution: This research has contributed to providing a synthesis of online ELT teaching practice in Indonesia during the pandemic, specifically in describing the way teachers enacted the Teaching, Cognitive, and Social Presence online through the use of technology. This paper also describes how such deployment of technology should be accompanied by a selective choice of activities and explicit guidance from teachers, as well as teachers’ supportive attitude. Consequently, this study is probably among the first to carry out a systematic review of emergency online ELT practice during the pandemic from the CoI perspective, addressing a methodological gap of extant online ELT systematic review studies. Findings: The results show that Teaching Presence constituted the highest number of pieces of evidence, with a caveat that the application of technology should be combined with clear instruction and task requirements. Next, Cognitive Presence needs to be fostered through activities that promote problem solving and critical thinking, such as online discussions, problem- or project-based learning, and self-reflection. Lastly, teachers need to make use of technologies to convey genuine concern for students and create a warm and friendly online environment as part of teaching activities that build Social Presence, although some affective expressions will need to be managed well to prevent some possible undesirable effects. Recommendations for Practitioners: English teachers in Indonesia, or elsewhere with a similar context to that in the country, can gain insights on the good practice of online learning in terms of teaching methods, media, platforms, assessments, etc. Besides, the online English teaching practices can also inform pre- and in-service teacher education programs, so as to provide technology integration training that has already been tried and empirically tested. Recommendation for Researchers: For future research, the seemingly fewer pieces of evidence found in Cognitive and Social Presence might be fertile ground for Indonesian ELT scholars to carry out research focusing on those aspects. Much research outside of Indonesia has been conducted around the theme of the application of CoI principles in online English classes, while only a few studies in this respect have been found in the Indonesian context. Impact on Society: The findings of this study may help inform educational policies with regards to blended/hybrid or restricted face-to-face meetings in schools. Future Research: This paper has contributed to exemplifying the application of CoI framework as a tool of systematic review in research. Hence, in view of the impending blended, hybrid, or limited face-to-face learning, this type of CoI-framed systematic review research can be replicated in the future to assess the effectiveness of such blended or hybrid teaching mode. Besides, future research could also inquire whether ELT teachers sustain the use of technology in the post-pandemic, on-site learning.

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Section: State Of the Arts And Distinguishmentioning

confidence: 99%

“…Myriads of studies concerned on the impact of Covid-19 in teaching and learning (Yundayani et al 2021). Yundayani et al(2021) investigated students' cognitive engagement in English language class for higher education context. There is still a scarcity of students' engagement comprising cognitive, behavioural, and emotional engagement in distance learning in EFL class during Covid-19 pandemic.…”

Section: State Of the Arts And Distinguishmentioning

confidence: 99%

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Distance Learning During Covid-19 Pandemic: Students’ Engagement in English Foreign Language Class

Agustina

Susanto

Lestari

et al. 2021

alsuna

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Purpose - This study aims to explore students’ behaviour, emotional, and cognitive engagement in EFL class during Covid-19 pandemic. Design/methodology/approach - A qualitative approach with class observation, interview, and questionnaire was undertaken to examine the students’ engagement. Teachers and student of two public junior senior high schools in Jakarta, Indonesia involved voluntarily to this study. 5 teachers’ (1 man and 4 women) classes were observed and they were interviewed. 467 (187 male and 280 female) students were administered the questionnaire and 9 of them were interviewed. Findings - The result suggested that the students were disengaged behaviourally, emotionally, and cognitively in English class during distance learning. It occurred due to some factors such as uninteresting learning activities, unstable signal, and lack of students’ understanding. The study provides practical implications for English language teachers. They need to construct the interesting and various learning activities and effective strategies to gain their students’ engagement. Originality/value - Abundance of literatures investigated teaching and learning practices during Covid-19. However, a few studies examined students’ engagement in distance learning. Thus, this study concerned on students’ engagement in EFL class for junior high school level. Paper type – Research paper

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Students’ cognitive engagement during emergency remote teaching: Evidence from the Indonesian EFL milieu

Cited by 14 publications

References 49 publications

Investigating Students’ Language Learning Strategies During Online Learning: How They Deal with Speaking Ability

Investigating Students’ Language Learning Strategies During Online Learning: How They Deal with Speaking Ability

A Systematic Review of Online ELT Research in Indonesia During the COVID-19 Pandemic Through the Community of Inquiry Framework

Distance Learning During Covid-19 Pandemic: Students’ Engagement in English Foreign Language Class

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