When Blended Learning Is Forced in the Amid of Covid-19:  What Happen on Efl Learners’ Speaking Anxiety?

Sumarsono, Dedi; Haryadi, Haryadi; Bagis, Abdul Kadir

doi:10.33394/jollt.v9i3.3906

Cited by 3 publications

(4 citation statements)

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“…Academic buoyancy predominantly encompasses positive individual-level states, and we recognize the need for a more comprehensive conceptualization of learning presence that considers both positive and negative psychological states. By integrating the assessment of negative psychological traits (Sharma and Sarkar, 2020;Sumarsono et al, 2021), scholars can provide a more nuanced examination of the interrelationships between learning presence and other presences within the Community of Inquiry.…”

Section: Limitations and Implicationsmentioning

confidence: 99%

What are the roles of positive psychological construct in blended learning contexts? Integrating academic buoyancy into the Community of Inquiry framework

Yang,

Lay

2024

Front. Psychol.

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IntroductionIn the post-epidemic era, blended learning has become a social trend for the future of higher education, and scholars have endeavored to understand the factors that influence student learning in these blended communities. Communities of Inquiry is a conceptual framework that describes the components of blended learning environments, indicating teaching presence, social presence, and cognitive presence. However, the framework fails to adequately explore how individual learning motivational factors influence student learning. Therefore, this study extends the Community of Inquiry framework by drawing on a positive psychological construct-academic buoyancy to reveal the relationship between academic buoyancy and the three presences through empirical research.MethodsThe theoretical model was validated by SPSS 26.0 and smartPLS4.0. To evaluate the measurement and structural models, structural equation modeling (SEM) was carried out using the partial least squares (PLS) method.Findings(a) Teaching presence positively predicts academic buoyancy, and academic buoyancy positively predicts social presence and cognitive presence; (b) academic buoyancy mediates teaching presence and social presence, as well as teaching presence and cognitive presence; and (c) academic buoyancy acts as a chain mediator between teaching presence and cognitive presence through social presence.DiscussionThe results of this study fill a gap in the multiple roles of individual positive psychological construct-academic buoyancy in blended learning communities, extend the Community of Inquiry theoretical framework, and provide empirical evidence for blended learning quality and practical improvement strategies.

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Section: Limitations and Implicationsmentioning

confidence: 99%

What are the roles of positive psychological construct in blended learning contexts? Integrating academic buoyancy into the Community of Inquiry framework

Yang,

Lay

2024

Front. Psychol.

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“…Learners' lack of interest in the lesson also increases the academics' English-speaking anxiety (Sumarsono et al, 2021). A lack of vocabulary is one of the crucial things that make students afraid and worried.…”

Section: Wahyuni (2023)mentioning

confidence: 99%

“…- -------------------------------------------------------------------------------------------------------------------------------------- To help reduce student anxiety, first and foremost, English teachers should be aware of the reality of unease among learners and show empathy to them in class (Sumarsono et al, 2021). Anxiety is one of the most important factors influencing learners' performance in second-language classrooms (Kupchyk & Litvinchuk, 2021).…”

Section: Wahyuni (2023)mentioning

confidence: 99%

Ict to Overcome the Students’ Speaking Anxiety

Wahyuni

2023

PJEE

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In this digital era, English is the most popular international language. Thus, students have to understand well how to speak in English, but some students feel anxiety when they are asked to speak in English. Thus, in this research, the researcher wants to know whether ICT could minimize the students' anxiety in speaking English. In other words, anxiety is a significant problem for students when the lecturer asks them to speak in front of the class. The sample of this research is 18 students as the total number of students in AKBID Wahana Husada Bandar Jaya in the first semester of the academic year 2022/2023. The research was conducted in AKBID Wahana Husada Bandar Jaya Central Lampung. The researcher used quantitative research, a questionnaire test, and an analysis of the data collected in this research; the researcher used a T-test. The result of this research showed that the use of ICT as media was significantly effective in minimizing the students’ speaking anxiety, and they had a positive perception toward the use of ICT as a media in reducing their anxiety in speaking. The students are more confident in speaking English in front of the class.

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“…Of all respondents, female respondents were found to be more anxious than male respondents. Having done the research in Indonesia, Sumarsono et al (2021) found that most EFL students at Mandalika University were anxious when interacting with others using English. The feeling of incompetence, fear of mistake, vocabulary gap, low proficiency, and non-optimal practice was believed to be the triggers of students' anxiety.…”

Section: Introductionmentioning

confidence: 99%

Sudden Shift to English Online Learning: Nursing Students’ Anxiety Levels

Pramusita

Situmorang

Nugroho

2022

LEEA

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COVID-19 pandemic has forced educational institutions in Indonesia to convert face-to-face learning into online learning. This sudden change certainly brings many challenges, one of which is related to students’ anxiety. This research aims to identify the anxiety level of nursing students at Pelita Harapan University while learning English virtually. Quantitative method was applied, with a Foreign Language Classroom Anxiety Scale (FLCAS) questionnaire as an instrument. Second year nursing students who had passed the English for Nurses course were the population of this study. To generate the sample, the researchers utilized convenience sampling technique, resulting in 182 respondents. The results showed that 69.8% of respondents felt moderately anxious during the English online class. In addition, test anxiety was the most common anxiety category experienced by nursing students. It made students afraid of failing to get good grades, being overwhelmed in understanding the material, nervous when they must speak English, and panicking when they do not comprehend the oral feedback given by the teacher in synchronous class. The results of this study are expected to provide insight to educators to develop strategies to reduce students' anxiety levels. Keywords: Anxiety, English, Nursing, Pandemic

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When Blended Learning Is Forced in the Amid of Covid-19: What Happen on Efl Learners’ Speaking Anxiety?

Cited by 3 publications

References 12 publications

What are the roles of positive psychological construct in blended learning contexts? Integrating academic buoyancy into the Community of Inquiry framework

What are the roles of positive psychological construct in blended learning contexts? Integrating academic buoyancy into the Community of Inquiry framework

Ict to Overcome the Students’ Speaking Anxiety

Sudden Shift to English Online Learning: Nursing Students’ Anxiety Levels

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