Students’ Learning Engagement in an Online Academic Listening and Speaking Class

Novita, Vindi; Abdullah, Fuad; Rosmala, Dewi; Silvani, Dea; Hidayati, Arini Nurul

doi:10.25299/jshmic.2022.vol9(1).8536

Cited by 3 publications

(3 citation statements)

References 17 publications

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“…In addition, Blackboard maximized interaction opportunities, ultimately improving students' listening and speaking skills. The current result is in line with that of Novita et al (2022), who showed that students understood teaching materials and activities. Likely, Ghonivita et al (2021) showed that online learning improved students' listening skill and vocabulary mastery.…”

Section: Discussion the Second Research Question: How Effective Are T...supporting

confidence: 91%

Learning EFL Listening and Speaking Skills via Blackboard: Students’ Attitudes, Challenges, and Assessment

Alzubi

2024

JHETP

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Online learning can be considered an important means of education during emergencies. However, educational institutions, including students and teachers, need to have enough preparation, as a result, many issues, such as challenges, the effectiveness of assessment methods, and attitudes toward learning online, have emerged. This study describes the reality of using the Blackboard platform to learn EFL listening and speaking skills from a student perspective. It examines students’ experiences and attitudes in learning EFL listening and speaking skills via Blackboard. Also, it reflects students’ views on the acquired EFL listening and speaking skills, challenges of learning via Blackboard, and the effectiveness of assessment methods. The study followed the descriptive-diagnostic approach to achieve its objectives. The results showed that students highly valued the Blackboard platform to learn listening and speaking skills. Also, they liked to be assessed using the online assessment methods. In addition, students’ most technical problems were recorded during exams and virtual classes due to poor Internet. Furthermore, they improved their learning of listening and speaking skills via Blackboard.

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Section: Discussion the Second Research Question: How Effective Are T...supporting

confidence: 91%

Learning EFL Listening and Speaking Skills via Blackboard: Students’ Attitudes, Challenges, and Assessment

Alzubi

2024

JHETP

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“…The learning environment is not just about the environment or technical things. Having a supportive learning environment also means students can easily discuss their listening difficulties in class with classmates and teachers without any judgment (Novita et al, 2022). This is also in line with Martin and Bolliger's (2018) study that "an interactive and cohesive environment, including group work and instructive feedback, is important for student engagement resulting in learning success" (p. 208).…”

Section: Supportive Learning Environmentsupporting

confidence: 55%

Exploring EFL Students’ Success Attributions in an Online Academic Listening Class

Suwandi

2023

J. Engl. Educ.

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Listening is one of the important skills in English as a Foreign Language (EFL) learning and also plays an essential part in the learning process. Even though listening is vital, many EFL students feel that listening is one of the most challenging skills to learn, specifically when dealing with academic listening. This study explores attributions that help students succeed in their academic listening class that was conducted in an online learning environment. The researcher conducted a semi-structured interview with five university students at a private university in Central Java, Indonesia. The findings found out that teacher’s roles, self-efficacy and motivation and the use of technology in online learning help students to pass and gain good grades in an online Academic Listening class. The results are expected to benefit EFL teachers in finding practical ideas to enhance their students’ motivation in the academic listening class and EFL students in finding ways to be successful in their academic listening class. Practical recommendations for EFL teachers and students as well as directions for future research are presented.

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“…Another study concluded that there are factors affecting students' engagement which include (1) social engagement of student and teacher rapport, (2) collaborative engagement of peer support, and (3) learning passions. It is seen that students do engage in an online course as (1) cognitively engaged by understanding teaching materials and activities, (2) emotionally engaged by enjoying classroom learning activities, and (3) behaviorally engaged by participating in a discussion, developing problem-solving skills, and applying online learning norms in the classroom [11]. In addition, another study suggests creating an interactive experience through the development of web-based interactive slides so students can explore different modalities of content in a nonlinear and asynchronous manner with the hopes of making the learning process easier and more enjoyable for students [12].…”

Section: Introductionmentioning

confidence: 99%

Student Engagement, Challenges and Coping Mechanisms in High School Online Distance Learning During Covid-19 Pandemic

Maypa

Marcial

Montemayor

2023

ITLT

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Most educational institutions made sure that instruction was uninterrupted at the start of the COVID-19 pandemic. As a flexible learning method, most schools chose online distance learning (ODL). Consequently, the Internet is among the many tools that ensures continuity in teaching and learning. Many schools have adopted ODL using their learning management system (LMS). However, schools are challenged in attaining the expected engagement among students. Students must cope with the new learning environment wherein they are physically separated from teachers and peers. This research aims to assess the engagement of senior high school in the ODL environment. Specifically, it describes the respondent’s engagement profile, preferred learning resources and activities, and challenges faced in ODL. Student logs from the university LMS during the second semester of 2020 – 2021 were utilized for engagement profiling. On the other hand, an online survey was conducted among 424 students to gather their preferred learning resources, activities, and challenges experienced in ODL. Results show that assignments and files are the most common resources used during the ODL. It shows that attendance and quizzes are what students often visit. Quiz and Wiki are where students spend their time. The result indicates that Slideshows and PDF or MS word materials are the most preferred learning materials. The Lesson is the most preferred learning activity, and students perceived that this activity is the most useful in the ODL. Lack of motivation or confidence earned the highest mean of 3.49, described as “every time.” Heavy workload, procrastination, lack of interaction, and technical issues are rated “every time,” showing that respondents are heavily challenged. In terms of coping, the result indicates that daily login and breaking down responsibilities were the most common mechanism. Communicating with the teachers yielded the lowest coping mean. The study concludes that engaging students in online distance learning are very challenging, especially when learners are not ready. Preferences in terms of learning resources and activities are multi-faceted. There is a need to improve the variation of asynchronous activities like interactive multimedia, such as gamification.

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Students’ Learning Engagement in an Online Academic Listening and Speaking Class

Cited by 3 publications

References 17 publications

Learning EFL Listening and Speaking Skills via Blackboard: Students’ Attitudes, Challenges, and Assessment

Learning EFL Listening and Speaking Skills via Blackboard: Students’ Attitudes, Challenges, and Assessment

Exploring EFL Students’ Success Attributions in an Online Academic Listening Class

Student Engagement, Challenges and Coping Mechanisms in High School Online Distance Learning During Covid-19 Pandemic

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