Students’ experiences and learning objectives: Implications for future online learning

Abstract

Positive online learning experiences during the COVID-19pandemic remain debatable in the literature where students and instructors have been enforced to shift from conventional face-to-face meetings to virtual learning. This study aims to explore English for specific purposes (ESP) students’ experiences during online learning, along with their concerns on learning attainment and personal adaptations. A qualitative case-study method was employed through interviews with students (n=19) from three private universities in Indonesia. The obtained data were analyzed through thematic analysis. Results showed that students of different departments approached ESP differently, but they similarly reported facing difficulties in reaching the learning objectives. They also experienced burnout from excessive online learning and found themselves hardly adapting to various instructors’ strategies. These findings revealed the need to revisit online ESP delivery classes in higher education. Implications for the future design of online ESP learning courses and instructor professional development are discussed.

The Pedagogical Value of Student Conferences: A Study on Descriptive Text Instruction in Culinary Art Education

“…The application of ESP in teaching descriptive texts in culinary education also offers positive results. ESP has been recognized as an effective approach to teaching English for specific purposes, including culinary arts education (Alazemi et al, 2020;Asih & Alief, 2022;Kusuma et al, 2023;Munir, 2019;Rizaldi & Adnyayanti, 2021;Tavella & Fernández, 2022;Urrego & Cecilia, 2019).…”

“…Despite government textbooks being the primary learning source, the content needs to be more general and more suitable for the specific context of culinary arts education. Teachers may need to look for other learning resources, such as the internet and specific culinary books, to ensure the learning content's relevance to the student's background and needs (Asih & Alief, 2022;Mahendra, 2020;Tunaz & Ataç, 2023;Yang & Wyatt, 2021;Yemelyanova et al, 2022).…”

Student Profiling for Online Learning During Covid-19: A Systematic Review

“…Notably, during the Covid-19 pandemic, students all over the world were using various social media platforms, including Twitter, Chatbot, Facebook, and LinkedIn, to enhance online learning [17]. Given their capacity to offer highly engaging, dynamic, and collaborative spaces, which encourage increased engagement [18], maintain close contact [15], and aid students in coping with the pandemic [18], such widespread adoption of these applications was scarcely surprising.…”

“…According to the research findings, social-media users can be categorized as "detached," "reliant," "self-guided," "analog," or "versatile" pupils [15]. In addition, MOOC users can be classified into zealous, guarded, and pragmatic users [18]. Moreover, students can be classified into a number of profiles based on a variety of internal and external factors, namely Unfavourable (less indirect family support), Family-supported (high family support), High internal (highest manifestations of home learning), and Teacher-supported (teachers always providing materials and resources) [25].…”

The development of Flashcard media to improve students’ English vocabulary in English lessons at MIS Nurul Hidayah Medan

“…The COVID-19 pandemic has affected Indonesia's vital sectors such as commerce and education (Asih and Alief, 2022). After two years of experiencing online learning, schools are now started to conduct onsite classes with strict health protocols and limited hours (Abidah et al, 2022).…”