Students’ Experiences in Using Online Learning Applications Due to COVID-19 in English Classroom

Famularsih, Sari

doi:10.46627/silet.v1i2.40

Cited by 93 publications

(96 citation statements)

References 11 publications

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“…Irfan, Kusumaningrum, Yulia, & Widodo [10] conducted a study to determine the obstacles that arise after online learning in mathematics learning has been implemented in higher education. A study conducted by Famularsih [11] focuses on the utilization of online learning application in English as a Foreign Language (EFL) Classroom.…”

Section: Introductionmentioning

confidence: 99%

EFL Learners’ View on Online Learning Implementation During Covid-19 Outbreaks

Melvina¹,

Lengkanawati²,

Wirza³

et al. 2020

Proceedings of the 4th Sriwijaya University Learning and Education International Conference (SULE-IC 2020)

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During the Covid-19 outbreaks, the teaching and learning practice in Indonesia has been implemented in online setting to prevent the spread of the disease, and study from home using digital technology as promoted in Education 4.0 became a burning issue. The mainly purpose of the study is to investigate the views of Indonesian undergraduate EFL learners in online learning implementation during the Covid-19 outbreaks. Data were collected through online interview, involving 6 participants and analysed by using thematic analysis. The findings of the study revealed that Indonesian undergraduate EFL students consciously realize that study from home and using online learning is the best way during covid-19 outbreaks. Also, they reported that they faced several obstacles to online learning during the pandemic such as lack of knowledge and skills in online learning, unstable internet connection, and the teachers' limited experience with online learning. Besides, the findings of the study revealed that implementing online learning contributes more on students' learner autonomy. The results of the current study are hoped can stimulate further discussion in order to overcome online learning barriers by considering the importance of learners' voice.

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Section: Introductionmentioning

confidence: 99%

EFL Learners’ View on Online Learning Implementation During Covid-19 Outbreaks

Melvina¹,

Lengkanawati²,

Wirza³

et al. 2020

Proceedings of the 4th Sriwijaya University Learning and Education International Conference (SULE-IC 2020)

View full text Add to dashboard Cite

show abstract

“…As a result, the lecturer will provide immediate feedback to each learner. Effective communication is a critical component of e-learning (Suvarchala Rani, Rajini, & Lal, 2020;Famularsih, 2020). Using WhatsApp to enhance the learning process and ease lecturers to communicate with learners at their leisure pace will improve the learning experience particularly for ESL teaching (Jasrial, 2018).…”

Section: Intervention Of Social Media and Video Conferencing Tools To Help Esl Learners Coping With The Challenges During Covid-19 Pandemmentioning

confidence: 99%

The Challenges of Learning English Skills and the Integration of Social Media and Video Conferencing Tools to Help ESL Learners Coping with the Challenges during COVID-19 Pandemic: A Literature Review

Ying¹,

Siang²,

Mohamad³

2021

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During the COVID-19 pandemic, the abrupt closures of all learning institutions have caused English as second language (ESL) learners to have significant difficulties learning the English language especially for speaking skills. Speaking is one of the most important skills to learn because it is the primary mode of communication around the world. However, the majority of ESL learners are still trying to improve their English speaking abilities. Since the implementation of the COVID-19 lockdowns, e-learning has been a well-known solution all over the world. Learners and educators need more time to adjust to online teaching and learning because most of them are exploring new technical innovations and strategies to be used in the classroom. As a result, this study includes a literature review on the challenges ESL learners encounter in learning speaking skills, as well as the use of social media and video conferencing tools to teach speaking skills. Lack of motivation and self-confidence, fear, hesitation, and limited vocabulary are some of the challenges faced by ESL learners. Hence, it is vital to determine the technology intervention used in teaching and developing speaking skills among these learners based on previous study. During the COVID-19 pandemic, some of the interventions in teaching speaking skills included utilizing social media and video conferencing applications like Facebook, WhatsApp, and others for online teaching and learning. Educators of English as a Second Language (ESL) might then pick the ones that would work best in their particular classroom.

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“…Similarly, Nambiar's work [48] showed that 15.4% of students reported that online classes were less interactive and less communicative. Other surveys, which aimed at investigating the impact of online learning on students worldwide, found that social interactions constitute a crucial issue to deal with to improve the learning process [49][50][51]. Interestingly, the study performed by Baber [52] showed a peculiar phenomenon during the COVID-19 lockdown in which VUCA factors acted to foster the qualities of consciousness without requiring the motivational support linked to social factors.…”

Section: Virtually (Dis)connected: the Importance Of Social Interaction In Online Environmentsmentioning

confidence: 99%

Enhancing Qualities of Consciousness during Online Learning via Multisensory Interactions

Cesari

Galgani

Gemignani

et al. 2021

Behavioral Sciences

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Online-learning is a feasible alternative to in-person attendance during COVID-19 pandemic. In this period, information technologies have allowed sharing experiences, but have also highlighted some limitations compared to traditional learning. Learning is strongly supported by some qualities of consciousness such as flow (intended as the optimal state of absorption and engagement activity) and sense of presence (feeling of exerting control, interacting with and getting immersed into real/virtual environments), behavioral, emotional, and cognitive engagement, together with the need for social interaction. During online learning, feelings of disconnection, social isolation, distractions, boredom, and lack of control exert a detrimental effect on the ability to reach the state of flow, the feeling of presence, the feeling of social involvement. Since online environments could prevent the rising of these learning–supporting variables, this article aims at describing the role of flow, presence, engagement, and social interactions during online sessions and at characterizing multisensory stimulations as a driver to cope with these issues. We argue that the use of augmented, mixed, or virtual reality can support the above-mentioned domains, and thus counteract the detrimental effects of physical distance. Such support could be further increased by enhancing multisensory stimulation modalities within augmented and virtual environments.

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Students’ Experiences in Using Online Learning Applications Due to COVID-19 in English Classroom

Cited by 93 publications

References 11 publications

EFL Learners’ View on Online Learning Implementation During Covid-19 Outbreaks

EFL Learners’ View on Online Learning Implementation During Covid-19 Outbreaks

The Challenges of Learning English Skills and the Integration of Social Media and Video Conferencing Tools to Help ESL Learners Coping with the Challenges during COVID-19 Pandemic: A Literature Review

Enhancing Qualities of Consciousness during Online Learning via Multisensory Interactions

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