scholarly journals Teachers’ Perception of Online Learning during Pandemic Covid-19

2020 ◽  
Vol 20 (3) ◽  
pp. 392-406
Author(s):  
Retno Puji Rahayu ◽  
Yanty Wirza
Keyword(s):  
Online Learning ◽  
Language Learning ◽  
Junior High School ◽  
Online Teaching ◽  
English Language ◽  
Ease Of Use ◽  
Perceived Usefulness ◽  
English Language Learning ◽  
Perceived Ease Of Use ◽  
The Right

Since March 2020, the case of coronavirus disease or known as Covid-19, has become a global pandemic. According to UNESCO, schools are closed in about 100 countries due to a public health emergency, including Indonesia. The condition forces teachers to make the transition of the way they teach from face to face learning to online learning. This study investigated EFL teachers’ Perception of online English language learning. Their perceptions were analyzed in three aspects: perceived usefulness, perceived ease of use, and their attitude toward online English language learning. This study employed a descriptive design with a qualitative approach. A survey questionnaire and interview were used in this study to elicit the responses of 102 Junior High School English teachers in Bandung. This study's findings revealed that the participants showed a positive perception of the usefulness and ease of use of online learning systems during pandemic Covid-19. Still, more than half of the teachers didn’t agree on the effectiveness of it. Even though the teachers face many online teaching problems, they could show the right attitude toward using technology to teach online.

scholarly journals LEARNING AMID CRISIS: EFL STUDENTS’ PERCEPTION ON ONLINE LEARNING DURING COVID-19 OUTBREAK

2020 ◽  
Vol 6 (2) ◽  
pp. 179
Author(s):  
Kasyfur Rahman
Keyword(s):  
Online Learning ◽  
English Language ◽  
Language Education ◽  
Ease Of Use ◽  
Perceived Usefulness ◽  
Perceived Ease Of Use ◽  
English Language Education ◽  
Virtual Classes ◽  
Efl Students ◽  
Instructor Characteristics

This paper investigated tertiary EFL students’ overall perception of the use of fully online learning during the Covid-19 pandemic. By administering a survey to 125 students of the English Language Education Program in a State Islamic University in West Nusa Tenggara, Indonesia, using 26 items of a questionnaire with a five-point Likert scale, this study unravelled students’ responses in terms of three constructs including Perceived Usefulness (PU), Perceived Ease of Use (PEOU) and Perceived Instructor Characteristics (PIC). The findings suggested that in terms of PU, even though the data mostly demonstrated neutral responses for most of the questionnaire items, the students tended to perceive online learning as to provide flexible time for their learning and foster their autonomy/independence and confidence. However, the students tended to perceive online learning as less facilitating for their understanding of subjects. In terms of PEOU, the responses reflected the students’ readiness to employ online learning as the data suggested that they possessed both the technology and the knowledge to use it. However, they tended to encounter problems when operating the technology, especially concerning the internet connection. On the other hand, these students perceived instructor characteristics as mostly positive. Therefore, online learning seemed to have not been designed to engage all students, yet seemed to be an inevitable option during the outbreak as the report from the interviews demonstrated that F2F classes were still preferred over online learning. Finally, these findings imply the need for redesigning online learning to better engage students in virtual classes.

Minding the Gap Between First and Continued Usage of a Corporate E-Learning English-language Program

2012 ◽  
Vol 8 (1) ◽  
pp. 55-74
Author(s):  
Tainyi Luor ◽  
Hsi-peng Lu ◽  
Robert E. Johanson ◽  
Hueiju Yu
Keyword(s):  
Language Learning ◽  
English Language ◽  
Ease Of Use ◽  
Perceived Usefulness ◽  
Computer Assisted ◽  
Perceived Ease Of Use ◽  
Tam Model ◽  
Significant Difference ◽  
E Learning ◽  
Acceptance Model

The implementation of computer on-line English-language learning (COEL) (acronyms given in the Appendix) programs in business contexts remains an unexplored area in the computer assisted language learning literature. Moreover, while many studies have focused on learners’ first usage intentions in TAM (technical acceptance model), few have explored their intentions to continue using them. To address this lacuna, the authors propose a framework for COEL derived from a three-month empirical study of learners’ perceived ease of use (PEOU), perceived usefulness (PU), perceived enjoyment (PENJ), attitudes towards corporate e-learning (ATT), intention (INT), technology satisfaction (SAT), and affective reaction (AR) regarding a COEL program implemented at a financial firm in Taiwan. An examination of the proposed two models revealed gaps between learners’ intention of first usage and re-usage of the COEL. Further analyses revealed a significant difference between groups of high intention learners to re-use the COEL and low intention learners to re-use the COEL. A second investigation determined eight factors that contributed to the differences between these two diverse groups of learners. This study’s findings shed light on the relationship between TAM model and factors related to COEL programs.

scholarly journals The Acceptance of Online English Language Learning of Undergraduate Students at Rajamangala University of Technology Thanyaburi

2021 ◽  
Vol 58 (1) ◽  
pp. 1464-1470
Author(s):  
Montchatry Ketmuni
Keyword(s):  
Language Learning ◽  
Undergraduate Students ◽  
English Language ◽  
Ease Of Use ◽  
English Language Learning ◽  
English Learning ◽  
Perceived Ease Of Use ◽  
University Of Technology ◽  
Learning Management ◽  
High Level

The purposes of this study were 1) to study the levels of the acceptance of online English language learning, 2) to study the factors affecting the acceptance of online English language learning, and 3) to study the undergraduate students’ satisfaction towards studying English courses with online mode during summer semester in academic year 2019 at Rajamangala University of Technology Thanyaburi, Thailand. This research was employed by the Technology Acceptance Model (TAM) and conducted as a quantitative and qualitative research.  The 400 samples were selected by simple random sampling, and the 30 key informants were chosen by purposive sampling. The statistics used for data analysis were percentage, mean, standard deviation, t-test, f-test, correlation, and multiple regression. Findings of the research indicated that the acceptance and the satisfaction of online English language learning were not affected by the individual differences. The acceptance of online English language learning was at high level ( =3.9): Perceived Usefulness ( =3.96), Perceived Ease of Use ( =3.94), Attitude ( =3.79), and Intention ( =3.7) which was affected by learners ( =4.17), teachers ( =4.14), learning activities ( =4.14), measurement and assessment ( =4.08), and technology ( =3.96) at high level ( =4.11). The overall satisfaction of the students towards online English learning was also at high level ( =3.97): knowledge and skills of the teachers (X ̅=4.09), the clear and consistent measurement and assessment ( =4.07), and learning feedback ( =4.05). The key factor of learning management affecting the acceptance of online English language learning was the measurement and assessment (β= .461) at .05 statistically significant level. The greatest factor affecting the acceptance of online English learning was Perceived Ease of Use (β= .856) at .05 statistically significant level. The students suggested that the teachers should have teaching techniques to stimulate students’ interests and provide a variety of activities, such as VDO recording, asking and answering question activities, and group presentation, whereas the students should pay more attention than studying in classroom and have information technology skills. The major online learning constraint was the stability of internet signal. Moreover, the students preferred studying in classroom. If the university continues online English learning, the learning management should be explained in details including with providing facilitators of learning and lower tuition fees.

scholarly journals Exploring the Continuous Usage Intention of Online Learning Platforms from the Perspective of Social Capital

Information ◽  
2021 ◽  
Vol 12 (4) ◽  
pp. 141
Author(s):  
Chun-Hsiung Huang
Keyword(s):  
Social Capital ◽  
Online Learning ◽  
Shared Vision ◽  
Ease Of Use ◽  
Perceived Usefulness ◽  
Survey Method ◽  
Learning Tools ◽  
Perceived Ease Of Use ◽  
Learning Platforms ◽  
Continuous Usage Intention

This research explores the factors that influence students’ continuous usage intention regarding online learning platforms from the perspectives of social capital, perceived usefulness, and perceived ease of use. The questionnaire survey method was used in the research to analyze the relationship between the research variables and verify the hypothesis based on data from 248 collected valid questionnaire responses. The following results were obtained: (1) “Social interaction ties” positively affect students’ continuous usage intention. (2) “Shared language” negatively affects students’ continuous usage intention. (3) “Shared vision” positively affects students’ continuous usage intention. (4) “Perceived usefulness” positively affects students’ continuous usage intention. (5) “Perceived ease of use” positively affects students’ continuous usage intention. According to the results, students believe in useful teaching that promotes knowledge and skills. The ease of use of learning tools is key to whether they can learn successfully. Paying attention to the interaction and communication between students, so that students have a shared goal and participate in teamwork, is something that teachers must pay attention to in the course of operation. The professional vocabulary of the teaching content and the way of announcing information should avoid using difficult terminology, which is also a point to which teachers need to pay attention.

scholarly journals Perceptions Towards Integrating Desire2Learn System in EFL Teaching and Learning Processes

2018 ◽  
Vol 11 (9) ◽  
pp. 1
Author(s):  
Eman Abdel-Reheem Amin ◽  
Faiza Abdalla ELhussien Mohammed
Keyword(s):  
Technology Acceptance ◽  
Teaching And Learning ◽  
English Language ◽  
Learning Processes ◽  
Ease Of Use ◽  
Perceived Usefulness ◽  
Perceived Ease Of Use ◽  
Efl Teaching ◽  
Teachers And Students ◽  
Acceptance Model

This study applied the Technology Acceptance Model (TAM) in investigating teachers and students’ perceptions towards integrating the D2L system to enhance EFL teaching and learning processes at the English language department, Majmaah University. Two close-ended questionnaires were designed to measure the participants’ perceived ease of use, perceived usefulness, attitudes, and intentions to use D2L. To understand participants’ perceptions and the obstacles that may hinder their use of D2L, an interview with open-ended questions were conducted. Data from the questionnaires were analyzed using SPSS. Qualitative analysis of the interview data showed the frequencies and proportions of participants’ responses. The findings indicated that the D2L system is totally accepted by teachers and students. Few problems along with their suggested solutions were grouped, presented and discussed.

scholarly journals Attitudinal Factors Affecting Wiki Group Collaboration for English Writing

2015 ◽  
Vol 18 (2) ◽  
pp. 22-35 ◽  
Author(s):  
Chwen Jen Chen ◽  
Kee Man Chuah ◽  
Jimmy Tho ◽  
Chee Siong Teh
Keyword(s):  
Language Learning ◽  
Foreign Language Learning ◽  
Ease Of Use ◽  
Perceived Usefulness ◽  
Perceived Ease Of Use ◽  
Factors Affecting ◽  
Group Collaboration ◽  
Construction Joint ◽  
Attitudinal Factors ◽  
And Performance

Abstract Wikis, being one of the popular Web 2.0 tools, have impacted students’ engagement and performance particularly in the aspects of second and foreign language learning. While an increasing number of studies have focused on the effectiveness of wiki in improving students’ writing skills, this study was conducted to examine the attitudinal factors that influence English as a Second Language (ESL) students’ group collaboration in using wikis for a writing task that was divided into three phases: pre-writing, individual-construction, joint-constructions. Data collected from these students after completing this task was analyzed based on three attitudinal aspects: motivation, perceived usefulness, and perceived ease of use. The findings reveal high mean scores for all aspects. Further multiple regression analysis reveals that motivation is the most important factor associated with group collaboration, indicating the need to boost students’ motivation to encourage effective collaboration in completing wiki writing tasks.

Disclosing Cultural Contents in English Textbook Reading Passages for Junior High School

2020 ◽  
pp. 30-37
Author(s):  
Blok Lantai
Keyword(s):  
Language Learning ◽  
Junior High School ◽  
English Language ◽  
Qualitative Content Analysis ◽  
Cultural Dimensions ◽  
English Language Learning ◽  
Coding System ◽  
Intercultural Interaction ◽  
Textbook Reading ◽  
Target Culture

Textbooks have an important role in English language learning to provide information about the English language and interrelated cultures. This research aimed to find cultural contents which refer to cultural dimensions and cultural categories in 34 reading passages. Generating Qualitative Content Analysis, this research attempted to disclose the cultural dimensions and cultural categories embedded in the textbook reading passages. The coding system was done by means of QCAmap App. With regards to cultural dimensions, this research found patterns of the occurrence of the dimension were dominated by the dimension of Practices. Then it is followed by dimension of Perspectives, dimension of Products, dimension of Persons and dimension of Communities respectively. Furthermore, this study found that the highest percentage of cultural categories is Target Culture (35%). It is followed by Universality across Culture (26%), International Culture (24%) and Intercultural Interaction (15%). However, the researcher did not find the occurrence of Source Culture in the 34 reading passages in Next Move 1 Students’ Book.

scholarly journals Factors that Influence the Adoption of Postgraduate Online Courses

2018 ◽  
Vol 13 (12) ◽  
pp. 123 ◽  
Author(s):  
Domingos Santos Martinho ◽  
Eulália Maria Santos ◽  
Maria Isabel Miguel ◽  
Dina Sousa Cordeiro
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Technology Acceptance ◽  
Online Courses ◽  
Higher Education Institutions ◽  
Structural Equations ◽  
Ease Of Use ◽  
Perceived Usefulness ◽  
Intention To Use ◽  
Perceived Ease Of Use

A research about factors that lead students to choose online courses, as well as the acceptance of these courses, can provide very relevant information for higher education institutions’ decision makers to amend these offers to students’ interests and needs. An investigation through questionnaire was developed involving students who attended online post-graduate courses. It was intended to know which factors affect students' decision to opt for postgraduate online courses. A model, based on the TAM (Technology Acceptance Model), was tested to find out what factors determine the intention to use online learning. The results shows that most respondents favour online courses and that their decision, when choosing this type of course, is mainly influenced by time management flexibility, avoiding going to school and the course curriculum interest. The test of the model, with structural equations, shows that attitude regarding online courses and perceived usefulness are factors that predict the intention to use. It was also concluded that the perceived ease of use induces a direct and indirect effect on the intention to use. The most significant results are consistent with published studies and can help the higher education institutions to define offer and communication strategies to reach a greater number of candidates for online learning.

scholarly journals Do Learners Like Project in Their English Classes?: Impact of PBL on Students’ Attitudes

2018 ◽  
Vol 42 ◽  
pp. 00084
Author(s):  
Ni Luh Putu Ning Septyarini Putri Astawa ◽  
Luh Putu Artini ◽  
Putu Kerti Nitiasih
Keyword(s):  
Language Learning ◽  
Junior High School ◽  
Learning Process ◽  
English Language ◽  
Qualitative Data ◽  
Project Based Learning ◽  
Learning Ability ◽  
English Language Learning ◽  
Field Note ◽  
Teaching Learning

This article presents the results of a study on the effect of Project-Based Learning (PBL) on students’ English language learning (ELL) attitudes and how the activities influence teaching-learning process in a junior high school in Bali. This research applied an embedded mixed-method design in which the quantitative data were collected using close-ended questionnaires test, and the qualitative data were collected using interview, observation checklist, open-ended questionnaire, and field note. Paired-samples t-test was used to analyse whether or not there is a significant effect on students’ attitude after being taught using PBL, while the qualitative data were analysed descriptively. The analysis shows a significant effect on students’ attitude. PBL enhances students’ learning quality in term of enthusiasm, confidence, and creativity learning ability while it also promotes teacher’s teaching satisfaction. This study supports the implementation of PBL which enhances students’ English Language Learning attitude and teaching-learning process.

scholarly journals Investigating Users’ Continued Usage Intentions of Online Learning Applications

Information ◽  
2019 ◽  
Vol 10 (6) ◽  
pp. 198 ◽  
Author(s):  
Zhi Ji ◽  
Zhenhua Yang ◽  
Jianguo Liu ◽  
Changrui Yu
Keyword(s):  
Online Learning ◽  
Online Education ◽  
Technology Acceptance ◽  
Structural Equation ◽  
Research Field ◽  
Ease Of Use ◽  
Perceived Usefulness ◽  
Perceived Ease Of Use ◽  
Acceptance Model ◽  
Facilitating Conditions

Understanding users’ continued usage intentions for online learning applications is significant for online education. In this paper, we explore a scale to measure users’ usage intentions of online learning applications and empirically investigate the factors that influence users’ continued usage intentions of online learning applications based on 275 participant data. Using the extended Technology Acceptance Model (TAM) and the Structural Equation Modelling (SEM), the results show that males or users off campus are more likely to use online learning applications; that system characteristics (SC), social influence (SI), and perceived ease of use (PEOU) positively affect the perceived usefulness (PU), with coefficients of 0.74, 0.23, and 0.04, which imply that SC is the most significant to the PU of online learning applications; that facilitating conditions (FC) and individual differences (ID) positively affect the PEOU, with coefficients of 0.72 and 0.37, which suggest that FC is more important to the PEOU of online learning applications; and that both PEOU and PU positively affect the behavioral intention (BI), with coefficients of 0.83 and 0.51, which indicate that PEOU is more influential than PU to users’ continued usage intentions of online learning applications. In particular, the output quality, perceived enjoyment, and objective usability are critical to the users’ continued usage intentions of online learning applications. This study contributes to the technology acceptance research field with a fast growing market named online learning applications. Our methods and results would benefit both academics and managers with useful suggestions for research directions and user-centered strategies for the design of online learning applications.

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