Videoconferencing for Speaking Assessment Medium: Alternative or Drawback?

Nova, Muhamad

doi:10.24127/pj.v9i2.3068

Cited by 9 publications

(14 citation statements)

References 15 publications

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“…In addition, there is no technical support, such as limited access to the Internet (Lubis, 2018), making it difficult to use this type of technology in the classroom. On the other hand, the limited devices that the students have, such as cameras and headphones, have proven to be a drawback of using video conferencing in virtual education (Nova, 2020). Real-time interaction with visual display can also put more anxiety and pressure on students during speaking activities (Archibald et al, 2019;Krouwel et al, 2019).…”

Section: Introductionmentioning

confidence: 99%

Using Online Podcast as a Speaking Activity in Online Classroom

Nova¹

2022

Pedagogy: Jour. of. Eng. Lang. Teach

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In digital era, English educators are required to improve the quality of the learning instruction by integrating technology in learning process. Yet, challenges occur in integrating technology in speaking activity. The aim of the current study was to seek for students’ perspectives on using online podcast as a speaking activity in online classroom. The study used qualitative approach with the total of 47 English for Specific Purpose students coming from Tourism Management program participated in the study. The data were gathered through questionnaire distribution and interview and analyzed through three stages, including data reduction, data display, and conclusion drawing. The result showed that most of the students perceived the online podcast as a positive activity for their speaking skill. Majority of the students admitted the use of online podcast in online classroom motivates them to practice their speaking, enhance their creativity, and improve their public speaking skill.

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Section: Introductionmentioning

confidence: 99%

Using Online Podcast as a Speaking Activity in Online Classroom

Nova¹

2022

Pedagogy: Jour. of. Eng. Lang. Teach

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“…Although the virtual simulation through videoconferencing is viewed as a supportive learning media by the students, there were still some obstacles admitted by the students during the virtual learning. Pursuant to the previous study's finding (Nova, 2020), the majority of the students also experienced bad connection during conducting the virtual simulation. This bad connection affected their devices, including lagging screen and delayed voice in responding to the simulation task.…”

Section: Virtual Simulation Through Videoconferencing In Esp Virtual Learningmentioning

confidence: 79%

“…Affectedly, this kind of learning media creates more attractive virtual learning interaction and enhances the learning outcomes (Kristóf & Tóth, 2020;Rop & Bett, 2012). Otherwise, in many cases, bad signal connection, technical problems, and surrounding disturbance become obstacles in conducting videoconferencing (Nova, 2020). As videoconferencing takes real-time interaction between teacher and students, it may also possibly add more pressure and anxiety for students in learning (Archibald et al, 2019;Krouwel et al, 2019).…”

Section: Technology-based Learning Media For English Language Teachingmentioning

confidence: 99%

Esp Virtual Learning Media Evaluation: A Case of English for Restaurant Workers

Nova

2021

ETERNAL

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The development of technology recently demands a shift in the English language teaching and learning process, and to support the independence of language learning, virtual learning becomes an option to bridge the need for technology integration and open-learning access from the internet. This research aimed at finding out the learning media evaluation for teaching English for restaurant workers through virtual learning, i.e. video, podcast, virtual simulation, and PowerPoint presentations. This research was carried out by conducting qualitative research. The data were collected using questionnaires to 57 students in a vocational education institution and an interview with several selected students to clarify and to confirm their unclear statements on the questionnaire. The data were then analyzed by calculating the frequency of students’ responses and classifying the responses toward the learning media application in virtual learning. As a result, it was found that video becomes the most preferable learning media and PowerPoint Presentations become the least preferable learning media in virtual learning for English for restaurant workers. The results also indicated that the mode of the video was more attractive and understandable since it could combine both audio and visual aids in the learning process, and support the students’ skill enhancement. Meanwhile, the single-mode PowerPoint Presentations were less attractive for the students and led them to boredom. Henceforth, the English teachers and lecturers who teach English for Specific Purposes are suggested to provide more video simulations on virtual learning platform to support the engagement of the teaching and learning activities.

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“…Careful consideration needs to be given to the appropriate selection of a technology prior to its implementation in elearning programs (Nova, 2020). This requires teachers to know how such a technology functions and how to incorporate it effectively in their practice (Faramarzi et al, 2019).…”

Section: Introductionmentioning

confidence: 99%

Exploration of EFL Freshman Law Students’ Attitudes on Telegram Messenger Usability in a Legal Terminology Course

Omar

Harb

Al-Shredi

et al. 2022

tpls

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In recent years, there has been an increasing tendency for educational institutions and EFL instructors to integrate social media platforms in English language learning environments. The hypothesis is that social media platforms, including Facebook, Twitter, and Telegram, have positive impacts on the development of reading, writing, and communication skills, as well as the vocabulary development of EFL students. Despite the prolific literature on the effectiveness and usability of social media platforms, including Telegram, in EFL contexts, very little research has been done on the impact of Telegram Messenger on language development in general and the vocabulary development of ESP students. Thus, this study explores EFL law students' views of the usability of Telegram Messenger in a Telegram-supported legal terminology course. This quantitative study applies convenience sampling and adapts Kusuma and Suwartono’s (2021) survey questionnaire to collect data. The findings reveal a multi-faceted and very clear picture of Telegram Messenger as an informal form of virtual learning media. The findings confirm that Telegram Messenger is a very beneficial and effective tool, as demonstrated in the legal terminology course. Students express satisfaction with Telegram Messenger due to its easy accessibility and flexible use. They have positive attitudes concerning the educational applications of Telegram Messenger, especially in establishing learner–learner and lecturer–learner types of interaction and keeping them updated with lectures and examination-related issues. Telegram Messenger assists students in catching up with the lectures they cannot attend due to unfavorable circumstances.

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Videoconferencing for Speaking Assessment Medium: Alternative or Drawback?

Cited by 9 publications

References 15 publications

Using Online Podcast as a Speaking Activity in Online Classroom

Using Online Podcast as a Speaking Activity in Online Classroom

Esp Virtual Learning Media Evaluation: A Case of English for Restaurant Workers

Exploration of EFL Freshman Law Students’ Attitudes on Telegram Messenger Usability in a Legal Terminology Course

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