scholarly journals EFL Classes Must Go Online! Teaching Activities and Challenges during COVID-19 Pandemic in Indonesia

2020 ◽  
Vol 13 (1) ◽  
pp. 49-76 ◽  
Author(s):  
Arief Eko Priyo Atmojo ◽  
Arif Nugroho
Keyword(s):  
Online Learning ◽  
Language Learning ◽  
Online Teaching ◽  
Structured Interview ◽  
School Policy ◽  
Learning Technology ◽  
Data Coding ◽  
Efl Teachers ◽  
Efl Learning

In view of the COVID-19 pandemic and government policy to carry out online learning, the present research is aimed at investigating how EFL teachers carry out online EFL learning and its challenges. 16 EFL teachers volunteered to participate in this research through invitation. The EFL teachers were requested to make written reflections regarding their practices in carrying out online EFL learning and the challenges they encounter. Five of them were involved in a follow-up interview individually. Semi-structured interview was administered. Data coding was done and appropriate extracts were informed in results section. To validate the data, data coding was done independently by both researchers, continued by several cycles of discussion. As results, the EFL teachers have carried out online learning through a series of activities ranging from checking the students’ attendance to giving score on the students’ works synchronously or asynchronously depending on each school policy. Various applications and platforms ranging from learning management system to additional resource are employed. However, many problems emerge from the students, the teachers, and the students’ parents along with the valid reasons. Therefore, the online learning does not run well since it lacks of preparation and planning. Implications for better online learning are discussed. Future prospective researches are directed and encouraged. Keywords: COVID-19, EFL teachers, online EFL learning, technology enhanced language learning, technology in language learning.

scholarly journals Tourism Vocational High School Students' Online EFL Learning Experience during COVID-19 Pandemic

2021 ◽  
Vol 54 (3) ◽  
Author(s):  
Eka Prasetio ◽  
Joko Priyana
Keyword(s):  
High School ◽  
Online Learning ◽  
High School Students ◽  
Language Learning ◽  
Learning Strategies ◽  
Structured Interview ◽  
Vocational High School ◽  
Language Learning Strategies ◽  
School Students ◽  
Efl Learning

This study aimed to explore the tourism vocational high school (VHS) students' experience of EFL learning during the COVID-19 pandemic. A qualitative study was utilized to obtain 20 students' experience. The data were obtained from grades 10 and 11 students of tourism VHS in Yogyakarta. A semi-structured interview was conducted, and verbatim transcripts were analyzed using inductive and thematic analysis approaches. Three major themes were identified from the students' experiences, namely (a) how they conducted the EFL teaching and learning, (b) language learning strategies, and (c) perceptions of online EFL learning. It was found that students have made use of all available resources. This study suggests that students have used appropriate language learning strategies for online EFL learning, such as cognitive, metacognitive, resource management, and social strategies. Their perceptions toward EFL online learning were mainly positive. However, students still prefer face-to-face learning to online learning.

Perception of Students on the Use of Mobile Phones in EFL Learning: A Phenomenological Study

2021 ◽  
Vol 5 ◽  
pp. 51-61
Author(s):  
Harka Raj Tembe
Keyword(s):  
Language Learning ◽  
Mobile Phones ◽  
English Language ◽  
Phenomenological Study ◽  
Phenomenological Approach ◽  
Structured Interview ◽  
Policy Makers ◽  
Positive Attitudes ◽  
Network Quality ◽  
Efl Learning

This research study focuses on the students’ perception on the use of mobile phones in EFL learning in the context of Nepal. It aims to investigate how the students are taking smart phones as a means for EFL learning in their educational experience. The study was carried out among the students of the bachelor level at Dhankuta Multiple Campus. It was largely informed by a phenomenological approach in order to examine the students’ experiences of using mobile phones in EFL learning. The semi- structured interview was held to collect the required data. Results indicate that all participants have positive attitudes on the use of mobile phones in learning English. However, they feel a few difficulties in understanding the text through the mobile phones. They expect supportive guidance and reliable network quality for effective EFL learning. Mobile phones can serve as a useful language learning tool if it is utilized properly for specific purposes. All curriculum developers, syllabus designer and policy makers should consider the space of mobile assisted English language learning in the present curriculum.

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 EFL teachers’ online teacher professional development experiences amidst the COVID-19 pandemic: Practices and perceptions

2021 ◽  
Vol 9 (1) ◽  
pp. 1
Author(s):  
Arief Eko Priyo Atmojo
Keyword(s):  
Professional Development ◽  
Language Learning ◽  
Teacher Professional Development ◽  
Structured Interview ◽  
Policy Makers ◽  
Teaching Online ◽  
Efl Teachers ◽  
Teacher Professional ◽  
Online Teacher ◽  
Online Teacher Professional Development

This research investigates the EFL teachers’ practices and perceptions of online teacher professional development (OTPD) experiences to improve their competencies for teaching online language learning amidst the COVID-19 pandemic. 42 EFL teachers voluntarily became the participants through invitation. All participants were requested to give responses on a questionnaire. Eight participants were then invited for an individual semi-structured interview. Descriptive statistics were employed to analyze the questionnaire data, whilst qualitative coding was used to analyse the interview data. The results reveal many important findings regarding EFL teachers’ practices and perceptions of experiencing OTPD amidst the COVID-19 pandemic. The findings are beneficial to help OTPD designers and providers, policy makers, and school leaders provide OTPD which best fits EFL teachers’ needs, preferences, and teaching contexts.

scholarly journals Season of Migration to Remote Language Learning Platforms: Voices from EFL University Learners

2020 ◽  
Vol 10 (2) ◽  
pp. 62
Author(s):  
Abdelrahman Abdalla Salih ◽  
Lamis Ismail Omar
Keyword(s):  
Online Learning ◽  
Language Learning ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Learning Experience ◽  
Language Education ◽  
Virtual Learning Environment ◽  
Higher Learning ◽  
Computer Assisted ◽  
Online Teaching And Learning

The abrupt disruption of the traditional face-to-face language instruction due to the unprecedented COVID-19 pandemic has forced many schools and higher learning institutions in Oman and around the globe to establish a virtual learning environment. This crisis-prompted remote learning has been a new experience for most teachers and students alike, a variable that may affect students' learning. Thus, it is significant to understand the students' experience with online teaching and learning. This study explicitly examines online teaching and learning as perceived by English as a Foreign Language (EFL) students of a higher learning institution in Oman. A total number of (112) undergraduate students in Oman acted as a data source by responding to a computer-assisted survey questionnaire. The survey focused on the following themes: overall first-time online language learning experience; online courses; online learning mode and attainment of graduate attributes; effectiveness of online teaching and delivery; utilization and usefulness of electronic learning devices; and e-learning language skills. The findings highlight the significance of exploring learners' online learning experience and its implications for planning, implementing, teaching, and assessing online language education.

scholarly journals Surviving Online Foreign Language Learning: The Case for French Language

2021 ◽  
Vol 11 (9) ◽  
pp. 421-433
Author(s):  
Saidah Ismail ◽  
Omrah Hassan ◽  
Nor Azhar Mohd Taib ◽  
Noor Hanim Rahmat
Keyword(s):  
Online Learning ◽  
Foreign Language ◽  
Language Learning ◽  
Social Presence ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Learning Experience ◽  
Foreign Language Learning ◽  
French Language ◽  
Teaching Learning

Similar to the learning of most languages, French language is initially learnt through a formal one-to-one classroom. However, the pandemic has given both teachers and students teaching/learning French as a foreign language to accept online learning as the new norm. The success of learning French language online depends on several factors. Both teachers and learners play different roles to make the lessons successful and meaningful. This study is done to investigate how online learning presence is influenced by learners’ motives to study a foreign language. This quantitative study is done to investigate how learners cope learning French online. 170 respondents were purposely chosen from learners who took French as a foreign language. The survey used has 49 items using 5-Likert scales. Findings revealed interesting information about online teaching and learning of foreign languages. The teacher anchors the online lesson with activities well planned and executed. The teacher takes the bulk of the responsibility to make online learning a success. Once the teacher’s and cognitive presence becomes positive, learners can begin to depend on their peers through social presence to maximise the learning experience.

Albanian EFL Teachers’ Perceptions of the Role of Grammar Instruction in EFL Learning

2015 ◽  
Vol 5 (1) ◽  
pp. 433
Author(s):  
Enriketa Söğütlü
Keyword(s):  
Language Learning ◽  
Large Scale ◽  
Classroom Practices ◽  
Language Teachers ◽  
Grammar Instruction ◽  
Teachers Perceptions ◽  
Efl Teachers ◽  
Grammar Knowledge ◽  
Efl Learning

The role of grammar knowledge and the contribution it makes to foreign/second language learning has been one of the most hotly debated issues in language research. Studies and findings in the field have revealed that after a relatively long period of exaggerated underestimate, grammar stands now where it should. Various theories of learning have caused theories of language learning to emerge, which on their part have had a strong influence on language teachers regarding the strategies they adopt, develop and implement in their classroom practices. This paper attempts to explore some Albanian EFL teachers’ perceptions and beliefs on the role grammar knowledge and grammar instruction play in their students’ EFL learning. It also aims to investigate how these teachers’ attitudes influence their classroom practices of grammar instruction and grammar related activities. Since hardly any research on the issue has been conducted in Albania, this study may also serve as an incentive for further large-scale research, which might offer suggestions for improvement in EFL teaching strategies and expectations in Albania.

scholarly journals Technology-enhanced formative assessment in higher education: A voice from Indonesian EFL teachers

2021 ◽  
Vol 6 (1) ◽  
pp. 42
Author(s):  
Roghibatul Luthfiyyah ◽  
Aisyah Aisyah ◽  
Gunadi Harry Sulistyo
Keyword(s):  
Higher Education ◽  
Formative Assessment ◽  
Language Learning ◽  
Structured Interview ◽  
Information Communication ◽  
Study Approach ◽  
Efl Teachers ◽  
Assessment In Higher Education ◽  
Impact Of Technology ◽  
The Impact

The integration of information communication and technology in language teaching has been intensely examined in literature works. However, the study which explicitly investigates the advancement of technology for language assessment in higher education level is still underexplored, particularly in a formative assessment area. To fill that gap, the present study aims at investigating the perceptions of EFL teachers towards technology-enhanced formative assessment and how they implement it in the classroom. This study employs a qualitative case study approach. Of three participants from different universities were voluntarily participated in a semi-structured interview. The interview seeks to investigate the perceptions of teachers towards technology-enhanced assessment, the roles of technology in formative assessment, and the impact of technology on language learning. The findings reveal that EFL teachers view formative assessment as well as technology in a positive perception. They admit that technology is a practical tool that has multiple roles and it is deemed as useful and meaningful platform for assessing students. Finally, technology-enhanced formative assessment gives an impact on students� performance, particularly on language accuracy. The further implications are discussed in this paper.�

scholarly journals THE ROLE OF TECHNOLOGY IN ONLINE LEARNING: AN EXAMINTATION TOWARDS ENGLISH TEACHERS’ PERCEPTION AND PRATICES

2021 ◽  
Vol 4 (2) ◽  
pp. 267
Author(s):  
Naajihah Mafruudloh ◽  
Fais Wahidatul Arifatin ◽  
Uswatun Chasanah
Keyword(s):  
Online Learning ◽  
Language Learning ◽  
Online Teaching ◽  
Qualitative Data ◽  
Language Teachers ◽  
Teachers Perceptions ◽  
Face To Face ◽  
Online Language Learning ◽  
Face To Face Learning

Information technology is well developed today. This is shown by several applications that support online activities, social activities, commerce, services, and learning. In this pandemic situation (covid-19), several institutions provided policies to carry out online learning to prevent and minimize the spread of the Covid-19 virus. In this case, the institution committees ask the teachers and lecturers to provide online learning to students, especially in learning English. The purpose of this study was to determine the teachers' perceptions in online language learning. Researchers used a questionnaire instrument to conduct surveys and interviews to obtain qualitative data. This is aimed to observe the teachers’ perception towards online language teaching practices and changes in teaching to online teaching. The things encountered during learning, as well as obstacles faced by the English teacher. In online learning, teachers must be able to involve students so that the situation runs like face-to-face learning. The final results of this study will be useful for online language teachers, institutions, and all aspects involved in education.

scholarly journals EFL Teachers’ Challenges and Insights of Online Teaching amidst Global Pandemic

2021 ◽  
Vol 4 (3) ◽  
pp. 277
Author(s):  
Arif Nugroho ◽  
Dwi Ilmiani ◽  
Agnira Rekha
Keyword(s):  
Online Learning ◽  
Online Teaching ◽  
Teaching Method ◽  
Classroom Interaction ◽  
English Teachers ◽  
Learning Activities ◽  
Learning Materials ◽  
Learning Platform ◽  
Global Pandemic ◽  
Efl Teachers

<p class="AbstractText">The unexpected shift of English language teaching from face-to-face classroom interaction to online learning activities using digital platforms has resulted in a number of challenges for English teachers and students. Hence, examining the teachers’ challenges and their insights of the online learning activities is highly required. The present study sheds some light on university EFL teachers’ challenges and insights of online learning activities amidst global pandemic. Drawing on the data collected using self-written reflections and semi-structured interviews from 17 Indonesian EFL teachers, the results revealed that the absence of an e-learning platform, lack of students’ motivation and engagement, and time consuming to prepare online learning materials became the primary challenges of the teachers. The results further portrayed that developing a representative digital platform, designing online learning materials, and improving the quality of teaching method were several valuable insights from the teachers. The results of this study contribute to providing fruitful advices for English teachers, students, and school authorities to enhance the efficacy of online teaching and learning activities, particularly during the global pandemic.</p>

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