scholarly journals Vlogs in University EFL Speaking: Student’s and Teachers’ Perceptions

2021 ◽  
pp. 416-424
Author(s):  
Misdi . ◽  
Usmala Dewi Siregar ◽  
T Thirhaya Zein ◽  
Deasy Anggraini ◽  
Zhafran Fatih Ananda
Keyword(s):  
Language Education ◽  
Private University ◽  
Structured Interview ◽  
Foreign Language Education ◽  
Learning Motivation ◽  
English Learning ◽  
Self Directed Learning ◽  
Teachers Perceptions ◽  
Directed Learning ◽  
Efl Students

The use of vlogs has increased significantly in the context of English learning, especially in the context of English as a Foreign Language education. Yet little has been reported on how university EFL students perceive vlogs for their English learning, e.g. speaking activities. Thus, this paper aimed to investigate students’ and teachers’ perceptions of vlog-mediated English speaking activities. From 99 EFL students and teachers, 49 students of the English department of a private university were recruited to participate in this study. After a week of a classroom project of vloging in speaking activities was implemented, questionnaires were distributed. Then a semi-structured interview was conducted to further explore students’ perceptions of vloging activities. The findings show that vlog-mediated EFL speaking successfully stimulated students for speaking English. Students enjoyed the vloging activities. Students’ learning motivation was also improved. Some implication of the vlog-mediated EFL speaking activities were presented and discussed. Students’ speaking engagement and challenges were also elaborated. Keywords: EFL speaking, learning motivation, self-directed learning, vlog-mediated speaking

scholarly journals Motivation and Participation of EFL Students in the Implementation of Scientific Approach

2018 ◽  
Vol 5 (1) ◽  
pp. 35
Author(s):  
Rifyal Mukarram ◽  
M. Basri Wello ◽  
Sukardi Weda
Keyword(s):  
Learning Motivation ◽  
Classroom Participation ◽  
English Learning ◽  
Motivating Factors ◽  
English Class ◽  
Scientific Approach ◽  
Oral Participation ◽  
Efl Students ◽  
Embodied Action ◽  
Academic Year

The aims of this study are: 1) to investigate the EFL students’ motivation in the implementation of the scientific approach (SA) and 2) to investigate the EFL students’ participation in the implementation of the scientific approach (SA). This investigation was under Classroom Action Research (CAR) and was done in two cycles consisted of four stages namely planning, acting, observing and reflecting. The subjects were the students of SMP Negeri 2 Sinjai Tengah in academic year 2016/2017. The data was collected through observation, questionnaires, and interview. While the results of CAR, both in the first and the second cycle shows that the students’ motivation and participation in the English learning process significantly improved by implementing SA. All students gave positive responses toward the implementation of SA in the English class. Of the two variables, participation variable is higher than the motivation variable. For learning motivation, students’ reaction toward the teacher’s responses and spirit of the students in carrying out their tasks were the most motivating factors of the students in learning. Meanwhile for the classroom participation, classroom embodied action and silent or non-oral participation were the most participation activities favored by students.

scholarly journals Self-Directed Learning in EFL During Covid-19 Pandemic: Teacher’s Perception and Students’ Learning Autonomy

2021 ◽  
Vol 4 (1) ◽  
pp. 80
Author(s):  
Ni Luh Made Purnia Adi ◽  
Luh Putu Artini ◽  
Luh Gede Eka Wahyuni
Keyword(s):  
Online Learning ◽  
Learning Activities ◽  
Self Management ◽  
Mixed Method Research ◽  
Self Directed Learning ◽  
Self Monitoring ◽  
Teachers Perceptions ◽  
Directed Learning ◽  
The Impact ◽  
Teacher's Perception

Due to the global outbreak of coronavirus disease (COVID-19), new regulations require students to study from home so that students must be able to study independently. This study aimed to analyze teachers' perceptions of self-directed learning (SDL) and SDL components that can be identified from online learning activities assigned by teachers during the COVID-19 pandemic. This research was designed in the form of embedded mixed-method research. An English teacher at a high school was selected as a participant. Furthermore, data were collected through questionnaires, observations, and classification tables. The results showed that: 1) with a score of 4.00, teachers perceive themselves as "knowledgeable" about SDL knowledge, with a score of 3.57, teachers perceive themselves as "expected" or often carry out learning activities that support SDL, with a score of 3.88, teachers assessing the impact of SDL as “influential” on students, 2) components of SDL reflected through online learning activities assigned by the teacher are “developing a sense of belonging to students in learning” and “developing student self-monitoring” and self-management.” Thus, teachers perceive SDL positively, and there are two components of SDL promoted by teachers' online learning activities.

scholarly journals A Case Study on the Self-directed English Learning Experiences of Korean College Students Using Self-coaching

2021 ◽  
Vol 15 (5) ◽  
pp. 199-214
Author(s):  
Seongjhin Joh ◽  
Byungsun Kim
Keyword(s):  
College Students ◽  
Learning Experience ◽  
Self Control ◽  
Learning Ability ◽  
English Learning ◽  
Self Directed Learning ◽  
Directed Learning ◽  
Korean College Students ◽  
Colaizzi's Method ◽  
Learning English

The purpose of this study is to analyze the English learning experience of college students using Colaizzi's method, which is one of the qualitative research methods, using self-coaching technology as a tool to improve self-directed learning ability. In-depth interview were conducted to collect data, and 9 significant statements, 4 theme clusters, and 2 categories were derived. The results are as follows. First, it showed that the participants clearly set the reasons and goals for learning English. Second, it was confirmed that they had time to return to the positive motivation they experienced in the past and strengthened their will to overcome difficulties caused by self-coaching. Third, it was reported that they had a valuable experience of asking the questions presented for the first time, and they recollected the feelings of when they happily learned English, thereby gaining new vitality for learning English. Finally, it also showed that they experienced risk factors such as a desire to procrastinate, a desire to give up, and a rush to complete a task due to difficulty in self-control, which could lead to poor learning. Based on these results, it was suggested that self-coaching contributed to the improvement of learning English, the importance of questions, necessary factors when expanding to regular classes, and the expansion of coaching research.

Corpora as Tools for Self-Driven Learning

2020 ◽  
pp. 166-190
Author(s):  
Reka R. Jablonkai ◽  
Neva Čebron
Keyword(s):  
Early Stage ◽  
Language Skills ◽  
Learning Tools ◽  
Self Directed Learning ◽  
Complex Activity ◽  
Undergraduate Level ◽  
Feedback Questionnaire ◽  
Directed Learning ◽  
Efl Students ◽  
Structured Approach

Can EFL students be profitably introduced to compilation of DIY corpora for various ESP domains even at the undergraduate level? How can they benefit from self-directed exploitation of language corpora at such an early stage? What language skills can a corpus-based ESP course enhance? This chapter discusses the advantages and limitations of a structured approach to pedagogical corpus consultation and corpora as self-directed learning tools as applied in an innovative corpus-based ESP course. A multifaceted enquiry of students' assessment and perception of the course - initial feedback, questionnaire, and focus group – was conducted. Results indicate that although students perceived corpus use as a complex activity, their attitude to the corpus approach was positive and they recognised the benefits of corpora as self-directed tools. Suggestions for further improvements of such practices are also discussed.

scholarly journals A PERCEPTIONS ASSESSMENT OF PATIENT-ORIENTED PROBLEM-SOLVING TEACHING STRATEGY FOR MEDICAL IMMUNOLOGY COURSE IN CHINESE STUDENTS

2016 ◽  
Vol 15 (6) ◽  
pp. 706-711
Author(s):  
Xingming Ma ◽  
Lifeng Zhang ◽  
Jingqiu Wang ◽  
Yanping Luo ◽  
Yaling Liang ◽  
...  
Keyword(s):  
Medical Education ◽  
Problem Solving ◽  
Teaching Strategy ◽  
Clinical Problem ◽  
Learning Motivation ◽  
Self Directed Learning ◽  
Clinical Problem Solving ◽  
Traditional Lectures ◽  
Directed Learning ◽  
Based Instruction

This research assessed the perceptions of students to patient-oriented problem-solving (POPS) teaching strategy in a medical immunology course in China. Data were collected from second-year students (N=71; 58% males, 42% females) who were offered lecture-based instruction and POPS teaching strategy during October - November 2015 at Lanzhou University. Afterward, students’ response and capability perception scores to POPS teaching strategy were evaluated using questionnaires. The majority of students (89.02%) favored POPS teaching strategy over traditional lectures. Students responded that POPS improves their intrinsic motivation (91.55%), learning interest (94.37%), self-directed learning skills (92.96%) and feasible for medical education (87.32%). Compared to the traditional lectures, the POPS can improve markedly their learning motivation (p=0.03), clinical reasoning ability (p=0.01), and clinical problem-solving ability (p=0.02). The implementation of POPS in medical courses will help students improving their learning motivation, problem solving abilities, which is feasible for current medical immunology education in China. Key words: active learning, medical education, patient-oriented problem-solving, undergraduate, China.

scholarly journals The Effects of Online Teaching on EFL Students’ Learning Motivation

2020 ◽  
Vol 4 (11) ◽  
Author(s):  
Yinying Xu
Keyword(s):  
Online Teaching ◽  
Structured Interview ◽  
Study Data ◽  
Learning Motivation ◽  
Multiple Sources ◽  
Negative Effects ◽  
Learning Group ◽  
Positive Effects ◽  
Negative Effect ◽  
Efl Students

This study investigates the positive and negative effects of online teaching on EFL students’ learning motivation. There are 26 English majors in a Chinese university participant in this study. Data were collected from multiple sources: semi-structured interview and direct observation. The result shows that in the course aspect, it has a positive effect. In the teacher aspect, it has both negative and positive effects. But in the learning group aspect, it has a negative effect, because of losing of students’ interaction.

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