scholarly journals Assessment under Covid-19: Exploring Undergraduate Students’ Attitudes towards Their Online Thesis Proposal Presentations vs. Face-to-face

2021 ◽  
Vol 7 (4) ◽  
pp. 139-155
Author(s):  
Olga Stognieva ◽  
Victor Popov
Keyword(s):  
Undergraduate Students ◽  
Testing System ◽  
Face To Face ◽  
Course Assessment ◽  
Teachers And Students ◽  
Students Attitudes ◽  
Business Informatics ◽  
Online Format ◽  
Students Satisfaction ◽  
End Of Course Assessment

This study conducted in an EFL setting investigates students’ perception of the thesis proposal presentation in an online format due to safety concerns during the Covid-19 pandemic. Fifty-five students aged 20-22 years old, level B2-C1 in English, in their fourth year of a Business Informatics Bachelor’s programme at HSE University, Moscow, were surveyed regarding their end-of-course assessment experience, which involved a Skype online presentation, rather than the usual face-to-face presentation. Data were collected using a researcher-made questionnaire consisted of 3 sections and 12 items. A mixed-method approach using quantitative and qualitative data was employed. The findings indicate that emergency transition to the new format did not affect students’ satisfaction or results of the presentation. Overall, students were more than satisfied with the online format, and the results were similar, if not better, than in previous years. To minimise the disadvantages of this format, recommendations for teachers and students were offered. This study might offer new insight on the most appropriate and beneficial oral testing system for students and staff.

scholarly journals EFL Learners' Perspectives Towards Online Reading Module of IELTS: A Study at Tertiary Level

2021 ◽  
Vol 12 (6) ◽  
pp. 942-947
Author(s):  
Tanzina Halim ◽  
Sayyed Rashid Ali Shah
Keyword(s):  
Language Proficiency ◽  
Undergraduate Students ◽  
English Language ◽  
Testing System ◽  
Online Classes ◽  
Online Reading ◽  
Face To Face ◽  
Saudi Students ◽  
English Speaking ◽  
General Training

This paper seeks to investigate the attitude of students towards attending IELTS (Reading) classes online. The International English Language Testing System (IELTS) is a world-wide recognized test that students/ candidates have to take to assess their English language proficiency to study or work in an English- speaking context. They have to either take the IELTS Academic or the IELTS General Training modules. In recent times with the shift from face-to-face to online classes, the students face many challenges while attending online classes of IELTS, especially the reading module. This study aims to find out the problems which are faced by Saudi students while attending online classes. For this, 40 undergraduate students, both males and females of a public university in Saudi Arabia, were chosen as participants to carry out the study. A survey questionnaire was administered to the students who experienced challenges in online classes of IELTS. Based on the findings, the study concludes with some recommendations about how students can overcome the challenges they face while having online classes of the Reading module of IELTS.

scholarly journals Mobile Phones in Classrooms and in Professor-Student Communication: Ukrainian, Omani, and U.S. American College Students’ Perceptions and Practices

2021 ◽  
Vol 15 (10) ◽  
pp. 118
Author(s):  
Alla V. Tovares ◽  
Cynthia Gordon ◽  
Najma Al Zidjaly
Keyword(s):  
Undergraduate Students ◽  
Mobile Phones ◽  
The United States ◽  
Cultural Discourses ◽  
Face To Face ◽  
Global Pandemic ◽  
College Undergraduate ◽  
Instructional Environments ◽  
Students Attitudes ◽  
Classroom Use

<p>The unprecedented expansion of wireless technologies and the global pandemic of 2020-2021, which forced many educational establishments out of traditional face-to-face and into online instructional environments, have created an urgency for achieving a better understanding of the various education-related uses of mobile phones, and students’ attitudes toward them, worldwide. We conducted a questionnaire-based study to explore college undergraduate students’ perceptions and uses of mobile phones, with a focus on instructor-student communication and classroom use, across three diverse cultural contexts: Ukraine, Oman, and the United States. Based on our findings, we suggest that conceptualizing mobile phones as cultural tools and situating their use within cultural discourses illuminates how – and explains why – mobile phones are not “the same” tools for all students. The findings offer insights into students’ (developing) perspectives on uses of mobile phones, and provide grounds from which to formulate productive, and culturally appropriate, means of using them for educational purposes.</p><p> </p>

scholarly journals AN INVESTIGATION OF THE USE OF THE FIRST LANGUAGE IN LIBYAN EFL CLASSROOMS

2018 ◽  
Vol 29 (2) ◽  
pp. 155
Author(s):  
Safia Mujtaba Alsied
Keyword(s):  
Undergraduate Students ◽  
First Language ◽  
Study Data ◽  
Structured Interviews ◽  
Positive Attitudes ◽  
Efl Teachers ◽  
Teachers And Students ◽  
Efl Students ◽  
Efl Classrooms ◽  
Students Attitudes

This article attempts to explore the use of first language (Arabic) in the Libyan EFL classrooms as well as teachers' and students' attitudes towards using it. To this end, 5 Libyan EFL teachers and 143 Libyan EFL undergraduate students from the English department of Sebha University took part in the study. Data were gathered through questionnaires and semi-structured interviews. The findings of the study indicated that the Libyan EFL students had positive attitudes towards using Arabic in the classroom to some degree; however, they were in favor of using English more than Arabic. It was also found that the students employed Arabic frequently to translate words from English into Arabic. The results also reported that the Libyan EFL teachers used Arabic in their classrooms to accomplish many purposes such as helping students to understand, giving instructions, emphasizing information and giving the meaning of new and unfamiliar words. Additionally, teachers held positive attitudes towards the use of Arabic inside the classroom, but they were of the opinion that Arabic can be only used in certain cases and it should not be overused.

scholarly journals College students’ attitudes towards the use of Flipgrid to improve speaking skills

2021 ◽  
Vol 3 (3.1) ◽  
pp. 161-170
Author(s):  
Silvia Elizabeth Cárdenas Sánchez ◽  
Ximena Elizabeth Naranjo Lozada
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Undergraduate Students ◽  
Teaching And Learning ◽  
Online Classes ◽  
Online Resource ◽  
Teachers And Students ◽  
Points Of View ◽  
Students Attitudes ◽  
Speaking Skills

Introduction. Flipgrid, as a tool to use in class, has been designed in order to help teachers and students record videos and post them on Internet. Research has demonstrated that it works for teaching and learning English since it promotes students´ interactions. Objective. This research aims to analyze students´ points of view about their speaking improvement using Flipgrid. Methodology. There were 65 undergraduate students, with a A2 English level, who participated in this study and they were attending online classes because of the pandemic. Students recorded around five videos individually during the academic period and at the end of the semester they answered a questionnaire and had an interview with the instructor. The interviews were necessary in order to know opinions and attitudes about the use of Flipgrid as an innovative form of instruction of English as a Foreign Language. Results. The results demonstrated that students liked to use Flipgrid and their confidence, motivation, vocabulary, language and pronunciation improved. Conclusion. The use of Flipgrid as an online resource can be beneficial for students in order to promote speaking skills; however, there are some important implications that language instructors need to consider during the language learning process if they decide to use Flipgrid in classes.

scholarly journals Moroccan English Department Student Attitudes Towards the Use of Distance Education During COVID-19

2021 ◽  
Vol 17 (3) ◽  
pp. 105-122
Author(s):  
Mohamed Benhima
Keyword(s):  
Distance Education ◽  
Student Attitudes ◽  
English Department ◽  
Face To Face ◽  
Positive Attitudes ◽  
Teachers And Students ◽  
Part Time Students ◽  
Alternative Means ◽  
Part Time ◽  
Students Attitudes

The current study aims to investigate students' attitudes towards the use of distance education during COVID-19 in Morocco. The first cases of COVID-19 starting from the first weeks of March 2020 has obliged educational authorities to suspend face-to-face education. Immediately, distance education was declared the alternative means to complete the academic year. Moroccan TV channels started broadcasting lessons for different levels at different times. Moreover, teachers and students started using social media and university platforms to share lessons. However, not all students agree with distance education in the adopted format. Accordingly, the current study investigates the attitudes of Moroccan English Department students at Moulay Ismail University. A mixed-method design was adopted by triangulating data from five-point Likert scale questionnaires and a focus group. The results showed that students generally prefer face-to-face education rather than distance education. However, part-time students reported positive attitudes towards distance education. It is recommended that both distance education and face-to-face education should be planned by teachers, coordinators, and administrators.

scholarly journals Student Teachers’ Acceptance towards Blended Learning in Teaching and Learning Psycholinguistics

2020 ◽  
Vol 3 (1) ◽  
pp. 11-17
Author(s):  
Rosmania Rima
Keyword(s):  
Blended Learning ◽  
Student Teachers ◽  
Undergraduate Students ◽  
Teaching And Learning ◽  
Ease Of Use ◽  
Perceived Usefulness ◽  
Perceived Ease Of Use ◽  
Face To Face ◽  
Face To Face Learning ◽  
Students Attitudes

This study aimed at examining student teachers’ acceptance toward blended learning in teaching and learning Psycholinguistics. It focuses on  students’ attitudes toward using SPADA at spada.untirta.ac.id as learning management system combined with face to face learning. The survey involves 118 undergraduate students enrolled in Psycholinguistics course of English Department Untirta. Technological Acceptance Model (TAM), questionaire and interview are used to obtain the data. The learners’ acceptance toward the blended learning in Psycholinguistics course in overall is at a very good level, including the perceived usefulness and the perceived ease of use. For further research, it is suggested to explore the factors that influence teachers' acceptance with blended learning and the proportion between online and face to face learning.

scholarly journals College Students’ Attitudes Towards Remote Instruction During the Coronavirus Pandemic: Future Directions

2021 ◽  
Vol 13 (2) ◽  
Author(s):  
Selenid Gonzalez-Frey ◽  
Keli Garas-York ◽  
Corinne Kindzierski ◽  
Julie Henry
Keyword(s):  
Qualitative Data ◽  
Regular Instruction ◽  
Education Students ◽  
Hybrid Instruction ◽  
Future Directions ◽  
Face To Face ◽  
Virtual Interaction ◽  
Students Attitudes ◽  
N 93 ◽  
Online Format

Undergraduate and graduate education students completed a survey to examine their attitudes toward remote instruction during the coronavirus pandemic. At the conclusion of the Spring 2020 semester in which all courses transitioned from a face-to-face to an online format, students, N = 93, were asked to describe what worked well in their courses in regards to their remote instruction experience and, when things did not go so well, what would have helped to make their experience better. The qualitative data were coded, and inductive analysis was used to generate categories (Johnson, 2012; Strauss & Corbin, 1998). Responses were grouped into labeled categories, and illustrative quotes were chosen to represent categories. Results revealed that remote instruction was somewhat worse than regular instruction. Across all respondents, analysis of responses to the open-ended questions revealed four themes that students believed were integral to remote instruction, (1) communication between students and faculty, (2) flexibility with assignments, (3) increased virtual interaction, and (4) support. Findings suggest how faculty can facilitate and ameliorate remote and hybrid instruction for their students.

scholarly journals Undergraduate Students’ Attitudes towards Online Language Classes during the COVID-19 Pandemic: Are Students Thriving or Surviving?

2021 ◽  
Vol 3 (10) ◽  
pp. 16-31
Author(s):  
Jokha Al Hosni ◽  
Wafa Al Dhahli
Keyword(s):  
Online Learning ◽  
Undergraduate Students ◽  
Learning Experience ◽  
Online Identity ◽  
Sultan Qaboos University ◽  
Global Pandemic ◽  
Teachers And Students ◽  
Language Courses ◽  
Students Attitudes ◽  
Life Education

The global pandemic has tremendously affected all walks of life. Education is no exception, with online learning being the only available mode of learning. This sudden shift to online learning, which was given marginal attention before the pandemic, has entailed many challenges for decision-makers, teachers and students alike. This paper highlights the general attitudes of Omani undergraduate students towards online language courses amid the COVID-19 pandemic. The participants are 155 undergraduate students who took online English requirements in the Centre for Preparatory Studies (CPS) at Sultan Qaboos University (SQU) in Spring 2021. A quantitative approach to data collection has been embraced to collect students’ perspectives on different aspects related to their online learning experience. A survey addressing different aspects of online learning related to connectivity, communication, learning experience and learning environment, assessment and learner’s online identity was conducted. The findings show that students are thriving and have a general positive attitude towards the online learning experience. However, students reported some factors which made the online instruction stressful such as technical issues, marathon assignments, disconnectedness and online identity. The findings of the study can be good indicators that should be taken into consideration when designing, running and evaluating online language courses for undergraduate students to help them thrive during this mode of learning.

The Impact of TimeSlips on Undergraduate Students in Service Learning With Older Adults

2020 ◽  
pp. 1-8
Author(s):  
Sabine Heuer
Keyword(s):  
Older Adults ◽  
Service Learning ◽  
Undergraduate Students ◽  
Attitude Scale ◽  
Evidence Based ◽  
Attitudes Toward Older Adults ◽  
Students Attitudes ◽  
Attitude Shift ◽  
The Impact ◽  
Journal Entries

Purpose Future speech-language pathologists are often unprepared in their academic training to serve the communicative and cognitive needs of older adults with dementia. While negative attitudes toward older adults are prevalent among undergraduate students, service learning has been shown to positively affect students' attitudes toward older adults. TimeSlips is an evidence-based approach that has been shown to improve health care students' attitudes toward older adults. The purpose of this study is to explore the change in attitudes in speech-language pathology students toward older adults using TimeSlips in service learning. Method Fifty-one students participated in TimeSlips service learning with older adults and completed the Dementia Attitude Scale (DAS) before and after service learning. In addition, students completed a reflection journal. The DAS data were analyzed using nonparametric statistics, and journal entries were analyzed using a qualitative analysis approach. Results The service learners exhibited a significant increase in positive attitude as indexed on the DAS. The reflective journal entries supported the positive change in attitudes. Conclusions A noticeable attitude shift was indexed in reflective journals and on the DAS. TimeSlips is an evidence-based, patient-centered approach well suited to address challenges in the preparation of Communication Sciences and Disorders students to work with the growing population of older adults.

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