scholarly journals Hedges in Students’ Reflective Feedback: Evidence from an Online Class during COVID-19 Outbreak

2021 ◽  
Vol 3 (2) ◽  
pp. 86-96
Author(s):  
Arina Isti'anah ◽  
Anindita Dewangga Puri
Keyword(s):  
Academic Writing ◽  
Online Classes ◽  
Online Class ◽  
Modal Auxiliaries ◽  
Teachers And Students ◽  
Pragmatic Feature

Scholars have observed hedges in academic writing, yet the examination of hedges in students’ reflective feedback is scarcely found. During the Covid-19 pandemic, both teachers and students face difficulty engaging themselves in online classes. To figure out how students show their attitude, among others, is through reflective feedback. One of the language features pivotal in reflective feedback is ‘hedge’, a pragmatic feature representing a speaker’s tentativeness and possibility in communication (Lakoff, 1973). This paper addresses two questions: (1) what types of hedges are used in the students’ reflective feedback in online class during the covid-19 outbreak? and (2) what are the functions of the hedges? This paper took 151 samples of students’ reflective feedback in the introduction to English linguistics class at Sanata Dharma University to answer those problems. Findings reveal that the students dominantly used modal auxiliaries and epistemic adverbs as the types of hedges as a politeness technique to convey their anxiety and hesitation during an online class.Keywords: hedges, reflective feedback, online class

scholarly journals The Correlation between Silence Phenomenon and EFL Student Online Class

2021 ◽  
Vol 2 (2) ◽  
pp. 62-74
Author(s):  
Alimin Adi Waloyo ◽  
Zahrah Qurota’ Ayu Nurrohmah
Keyword(s):  
English Language ◽  
Case Study Research ◽  
Online Classes ◽  
Online Class ◽  
Optimal Outcomes ◽  
Teachers And Students ◽  
Efl Students ◽  
New Type ◽  
The University

In order to eliminate the spread of the Corona Virus, the students have been being required to study from homes either synchronously or asynchronously. It is commonly known asan online class. It has been being done to cut the spread of theCOVID-19 virus. This new teaching approach needs EFL students to adjust their way of learning. Also, the online class creates some challenges, such as limited interaction, low motivation, internet connection issues, etc) for EFL learners in their learning process because teachers and students have less interaction. This situation is called a silence phenomenon. Due to this was a new type of issue in EFL teaching and less investigated research, the researchers conducted the study to investigate the factors and solutions of the silencing phenomenon faced by EFL students during an online class. This study employed a case study research method.The subjects of this studywere tenstudents of English Language EducationDepartment students, 2017 academicyear at the University of Muhammadiyah Malang (UMM). The researcher collected thedata through the interview technique.The interview was applied, so the researchers obtained rich and in-depth data. The finding of this studyshowed that students’active participation during online classes was very low.That low participation was caused by several aspects: individual, teacher,cultural, technological, and domestic. The students could implement various ways to minimize the students’ reticence in the online class. This research hopefully provides different views to make teachers' online classes fun and interesting, so English learning can obtain optimal outcomes.    

Pendidikan Karakter Islami Pada Online Class Management di SMA Muhammadiyah 7 Yogyakarta Selama Pandemi Covid-19

Tarbiyatuna ◽  
2020 ◽  
Vol 11 (1) ◽  
pp. 91-100
Author(s):  
Halim Purnomo ◽  
Firman Mansir ◽  
Tumin Tumin ◽  
Suliswiyadi Suliswiyadi
Keyword(s):  
High School ◽  
Character Education ◽  
Online Classes ◽  
Online Class ◽  
Class Management ◽  
Teachers And Students ◽  
Student's Attitudes ◽  
And Behavior ◽  
Attitudes And Behavior

The research aims to prove that the process of implementating online class learning is still able to maintain the values of character education for student at Muhammadiyah 7 Yogyakarta High School. The research method is Qualitative. Data collection techniques using initial observation, follow-up observation, indepth interviews before the pandemic Covid-19. Then the technical analysis of data uses data reduction, data display, highlighting conclusions, and data verifications. The research proves that the implementation of online class management while studying at home as a result of pandemic Covid-19 is still able to control student’s attitudes and behavior in a effort to maintain the value of student character education in Muhammadiyah 7 Yogyakarta High School. While the obstacles experienced by the teachers and students are all able to adapt deeply to online classes.

scholarly journals Stance and modals of obligation and necessity in academic writing

2020 ◽  
Author(s):  
Jean Parkinson
Keyword(s):  
Academic Writing ◽  
Research Articles ◽  
Student Writing ◽  
Modal Auxiliaries ◽  
Objective Meaning ◽  
Published Research

Abstract Variation has been demonstrated in modal use between written and spoken registers and between disciplines. This article investigates variation within a discipline by comparing modals of obligation and necessity used in three science genres. Obligation modals project strong authoritative stance, thus contrasting with the tendency in academic writing towards tentativeness. The modal auxiliaries must and should and quasi-modals have to and need to are investigated using student writing from the BAWE (British Academic Written English) corpus and a corpus of published research articles. Findings include a dearth of obligation modals in the empirical genres (research articles and laboratory reports). Also a greater prominence was found of dynamic modal meaning (where necessity arises from circumstances) rather than deontic meaning (where the necessity arises from human authority or rules). A further finding is the prominence of objective meaning in the science register compared with the International Corpus of English (Collins 2009a).

scholarly journals Utilizing a Facebook closed group for EFL e-learning environment: Students’ views

2021 ◽  
Vol 8 (3) ◽  
pp. 1026-1044
Author(s):  
Martha Nandari Santoso
Keyword(s):  
Learning Environment ◽  
Foreign Language ◽  
Online Classes ◽  
Online Class ◽  
Face To Face ◽  
Closed Group ◽  
E Learning ◽  
Group A ◽  
Display Quality

This study was conducted out of the researcher’s teaching reflection while teaching English as a foreign language (EFL) online class during the pandemic of COVID-19, a time when face-to-face courses had to be converted to online classes. Her choice of educational tool for her EFL e-learning environment utilized a Facebook closed group. Her experiences in utilizing a Facebook closed group for her EFL e-learning environment and the students’ views were the main topics of this study. Eighteen EFL freshmen participants were selected in this study. The researcher used data from a questionnaire with some closed and open-ended questions. The findings indicated that the students found the Facebook closed group a comfortable, practical, and useful e-learning environment. The students’ familiarity with the interface helped them to immediately focus on the class activities instead of learning how to use the tool. Most students viewed the Facebook closed group as positive for class interactions, creative work, opinions, and express feelings. A few dislike voices were related to the display quality of Facebook, the asynchronous and silent communication on Facebook. Accordingly, utilizing a Facebook closed group might be worth considering for learners who have not been adequately prepared with the technology for joining an online class. 

scholarly journals Perception of BDS students of Kathmandu University on online learning during COVID-19 pandemic

2020 ◽  
Vol 10 (2) ◽  
pp. 20-28
Author(s):  
Alka Gupta ◽  
Rabindra Man Shrestha ◽  
Sujita Shrestha ◽  
Asal Acharya ◽  
Nashib Pandey
Keyword(s):  
Online Education ◽  
Basic Science ◽  
Clinical Science ◽  
Online Classes ◽  
Science Students ◽  
Chi Square ◽  
Cross Sectional ◽  
Dental Surgery ◽  
Online Class ◽  
The Difference

Introduction: The spread of COVID-19 pandemic has gripped the entire world and caused widespread public health concerns, hampered economics and education system immensely. Online classes have been an alternative to give continuity to the theory classes. The objective of this study is to assess the various aspects of online classes and perception of Bachelor of Dental Surgery (BDS) students of Kathmandu University (KU) during COVID-19 pandemic. Materials and Method: Cross-sectional, questionnaire based descriptive study using online Google form was distributed among the BDS students of KU. The questionnaire was distributed via social media. Frequency distribution of the descriptive data was done. Chi-square test was done to assess the difference in perception about online classes between the basic science and clinical science students. Result: 89% of the students had never attended any online classes before online education due to COVID-19 pandemic. 76.9% agreed that the online class is distracting. 57.5% used smartphone for seeking online class and medium most frequently used was Zoom platform. 70.2% students could ask questions, communicate & receive response during online class. 55.4% students disagreed that online classes are more effective. Statistical significant differences were seen in students submitting assignments, communication and practical simulation among basic science and clinical science students. Conclusion: Online class can serve as an alternative effective educational tool. With more practice, system upgrading, capacity building of the student-teacher; it is bound to be more effective as well as efficient. The online class should be designed in such a way that student can focus and find it more interesting and should introduce various strategies to increase the interaction between students and teachers. Further, training on online class is required for both course recipients and providers.

scholarly journals Online Open-Source Writing Aid as a Pedagogical Tool

2018 ◽  
Vol 11 (8) ◽  
pp. 126
Author(s):  
Beata Lewis Sevcikova
Keyword(s):  
Language Learning ◽  
Open Source ◽  
Academic Writing ◽  
Teaching And Learning ◽  
College Level ◽  
Writing Evaluation ◽  
Automated Writing Evaluation ◽  
Online Tools ◽  
Teachers And Students ◽  
Automated Feedback

The present research offers an assessment of the online open source tools used in the L2 academic writing, teaching, and learning environment. As fairly little research has been conducted on how to best use online automated proofreaders for educational purposes, the objective of this study is to examine the potential of such online tools. Unlike most studies focusing on Automated Writing Evaluation (AWE), this research concentrates only on the online, open-source writing aide, grammar, spelling and writing style improvement tools available either for free or as paid versions. The accessibility and ability to check language mistakes in academic writings such as college-level essays in real time motivates both, teachers and students. The findings of this empirical-based study indicate that despite some bias, computerized feedback facilitates language learning, assists in improving the quality of writing, and increases student confidence and motivation. The current study can help with the understanding of students’ needs in writing, as well as in their perception of automated feedback.

scholarly journals Is Information Technology boosting Creativity in Higher Education Institutions during Covid-19?

2021 ◽  
Vol 7 (1) ◽  
pp. 204-211
Author(s):  
Mirela Mabić ◽  
Dražena Gašpar ◽  
Vanja Šimićević
Keyword(s):  
Higher Education ◽  
Higher Education Institutions ◽  
Research Question ◽  
Online Classes ◽  
Creative Commons ◽  
Global Pandemic ◽  
Online Lectures ◽  
Teachers And Students ◽  
One Year ◽  
The University

The global pandemic of the virus COVID-19 dramatically has impacted Higher Education Institutions (HEIs) in Bosnia and Herzegovina and worldwide. HEIs were forced to switch overnight to online lectures and exams without almost any teachers' and students' preparation and education. After one year of online classes at the University of Mostar (SUM), whether that kind of teaching impacts creativity. In order to find the answer to the research question, the authors used a questionnaire they developed and applied in 2015 to investigate students' perceptions about creativity at the University of Mostar. The research presented in this paper is limited to SUM students who have had online classes since March 2020. The primary research goal is to investigate whether there are any significant changes in students' perceptions of creativity compared to research from 2015. Namely, the authors investigate whether the enhanced use of IT and online platforms (Google Meet, SUMARUM – the University of Mostar’s variant of Moodle) affected students' creativity. This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

scholarly journals Storytelling in Online Classes as an Oral Communication Strategy during the Pandemic

2021 ◽  
Vol 2 (1) ◽  
pp. 1-7
Author(s):  
Cristie Ann L. Jaca
Keyword(s):  
Communication Skills ◽  
Instructional Strategy ◽  
Research Method ◽  
Expressive Language ◽  
Oral Communication ◽  
Communication Strategy ◽  
Online Classes ◽  
Online Class ◽  
Descriptive Research ◽  
Personal Stories

The covid-19 pandemic has affected the students’ learning mentality as they become passive during online classes due to what is happening around them.  The focus of teaching now is to make the students feel comfortable learning despite distractions caused by the pandemic. This paper presents storytelling as an oral communication strategy during online classes to be comfortable and motivated in their learning. This study used the descriptive research method that describes storytelling as an instructional strategy in online classes for students to be engaged and motivated to learn. The study's findings indicate that the use of stories and the act of telling personal stories have developed the students' expressive language and provided students the opportunity to express their ideas in a non-threatening environment.  It proved that storytelling during the online class positively impacted the students’ oral communication skills. It helped students communicate their thoughts and feelings without fear of being judged.  Moreover, it offered opportunities for students to participate in class.  

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