scholarly journals STUDENTS’ PERCEPTION OF LEARNING MANAGEMENT SYSTEM (LMS) UTILIZED IN ONLINE ENGLISH LEARNING SITUATION DURING COVID-19 PANDEMIC

2021 ◽  
Vol 2 (2) ◽  
pp. 36-46
Author(s):  
Denita Azzahra Ramadania
Keyword(s):  
Language Learning ◽  
English Language ◽  
Survey Design ◽  
Valuable Insight ◽  
English Learning ◽  
Learning Situation ◽  
Teachers And Students ◽  
Learning Management ◽  
Face To Face Learning ◽  
The Impact

This research is aimed to figure out the students’ perceptions of Learning Management Systems (LMS) that they utilized in Online English Learning Situation During Covid-19 Pandemic. Nowadays, many teachers have changed their face-to-face learning to full online learning as the impact of coronavirus outbreak. This situation creates new model of learning in which Learning Managements System or LMS becomes one of platform that are used by both teachers and students to support learning. The various LMS such as Google Classroom, Edmodo, Schoology, Moodle, and etc. are gained interest and popular in education context including English Language Learning (ELL) and Teaching (ELT). Hence, the writer tries to expose the valuable insight from the students’ perception towards those LMS by conducting a quantitative study within survey design and instruments. This research involved 125 respondents mainly from Jabodetabek area. After the data has been collected, the writer analyzed it by using Ms. Excel 2010. The result showed a positive sight from the students. They seemed enjoy using LMS, since it facilitates students in learning English with easy features to submit assignment, quiz, feedback, and communication forum.

scholarly journals Teaching English for Economic Competiveness: Emerging Issues and Challenges in English Education in China

2013 ◽  
Vol 41 (2) ◽  
Author(s):  
Yan Guo
Keyword(s):  
Language Learning ◽  
Market Economy ◽  
Global Economy ◽  
English Language ◽  
English Education ◽  
Individual Interviews ◽  
Teachers And Students ◽  
Emerging Issues ◽  
The Impact ◽  
Education In China

Under China’s market economy, English language learning has been adopted as a strategy to promote the nation’s economic competitiveness in a global economy. This development reflects a discourse of linguistic instrumentalism. Based upon individual interviews of 24 English teachers in Zhejiang Province, China, the study reveals that teachers question the assumptions of linguistic instrumentalism, the gatekeeper role of English, the impact of the increasing dominance of English on Chinese language, and their students’ internalization of the belief in the superiority of Anglo culture. In addition, the study suggests that as a result of globalization, the delivery of English education in China has experienced unprecedented marketization and privatization. Despite increases in their salaries, teachers still live in poor conditions. Under the fee-paying principle, parents expect teachers to provide the best service to their children, and as such the relations between teachers and students have become like those between businesses and clients. It seems evident that teaching has been devalued and commodified in the age of market economy.

scholarly journals STUDENTS’ PERCEPTIONS TOWARDS THE IMPLEMENTATION OF MALL IN ENGLISH LEARNING: A CASE IN SENIOR HIGH SCHOOL

2021 ◽  
Vol 2 (1) ◽  
pp. 21-32
Author(s):  
Adhitias Dewi Helda Ningrum ◽  
Farouk Imam Arrasyid
Keyword(s):  
High School ◽  
Language Learning ◽  
Teaching And Learning ◽  
English Language ◽  
English Education ◽  
Senior High School ◽  
Learning Activity ◽  
English Learning ◽  
Mobile Assisted Language Learning ◽  
Teachers And Students

Abstract: In this 21st century era therm of Mobile Assisted Language Learning becomes a part of teaching and learning activity in English Education. Mobile Assisted Language learning offers various benefits to both teachers and students. Though, it offers various benefits, in practice it is still debatable thing. Thus, this research was tried to investigate students’ perception towards the implementation of MALL in their learning process. The research was taken at Senior High School in SMAN 1 Dukupuntang. This current study use descriptive qualitative method, and the data were collected through open-ended questionnaires and interview to get the relevant data. The present research shows that students tend to have good perception on the implementation of MALL in English Learning. In using MALL, students use several applications and software to help them study about English Language both inside and outside the classroom. By using MALL, students feel that it was more enjoyable and able to get the information quickly. This research also shows the challenges that faced by the students when they use MALL in English Learning activity. In conclusion, this research shows that students’ have positive perception towards MALL in English Learning.

scholarly journals Teacher Deliberative Policy on Learning Management in Realizing Teacher’s Performance

2021 ◽  
Vol 4 (2) ◽  
Author(s):  
Baslini Baslini ◽  
◽  
Rambat Nur Sasongko ◽  
Muhammad Kristiawan ◽  
Ahmad Walid
Keyword(s):  
Language Learning ◽  
Causal Relationship ◽  
English Language ◽  
English Teachers ◽  
Causal Analysis ◽  
English Language Learning ◽  
English Learning ◽  
Analysis Model ◽  
The Subject ◽  
Learning Management

The purpose of writing this article is to discuss the effect of implementing the subject teacher deliberation policy on the management of English learning in realizing the performance of English teachers in the subject teacher deliberation forum which is under the auspices of the South Sumatra Provincial Education Office. The method of analysis in the discussion of this main topic uses an effectual causal analysis model by reviewing the rational relationship that analyzes the causal relationship between the implementation of subject teacher deliberation policy, English language learning management and the performance of English teachers. The location of the research was carried out in the subject teacher deliberation forum under the auspices of the Education Office of South Sumatra Province with a total of 88 respondents. This discussion shows that the implementation of the subject teacher deliberation policy has no significant effect on the management of English learning and the performance of English teachers. This article concludes that realizing the performance of English teachers can be done by optimizing the implementation of the subject teacher deliberation policy and management of English learning.

scholarly journals Learning English from Home during the Covid-19: Investigating Learners’ Experience for Online and Autonomous Learning

2020 ◽  
Vol 6 (2) ◽  
pp. 202
Author(s):  
Tuti Hidayati ◽  
Faizatul Husna
Keyword(s):  
Language Learning ◽  
Survey Design ◽  
Learning Experience ◽  
Autonomous Learning ◽  
Learning Activity ◽  
English Learning ◽  
Inferential Statistic ◽  
Different Types ◽  
Teachers And Students ◽  
Correlation Procedure

Albeit the covid-19 pandemic impacts on education have been extensively discussed, little empirical evidence addresses students’ experience of autonomy. The present study investigates and obtains information about the experience that the students encountered during online English learning, their perception about it, and how their experience shapes their autonomous learning potentiality. The study was conducted in a quantitative approach adopting survey design and correlation procedure. Data was collected through an online form questionnaire. Data analysis was performed using both descriptive and inferential statistic to look for trends and correlation between the variables. The result of the study indicated that the students participating in the study seemed to have a quite good online English learning experience. They received various learning instructions and were engaged in different types of language learning activity. The majority of students perceived online English learning as fairly enjoyable, yet many of them displayed considerable potential to act as autonomous learners. Furthermore, the correlational analysis indicated a positive correlation (r=.312; sig=.008) demonstrating that students’ potentiality to learn autonomously to some extent, was influenced by their experience of online English learning. This study implies that both teachers and students gradually become more accustomed to online and autonomous learning.

scholarly journals The Effectiveness of Internet and Mobile Applications in English Language Learning for Health Sciences’ Students in a University in the United Arab Emirates

2021 ◽  
Vol 12 (1) ◽  
pp. 181-197
Author(s):  
Omnia Ibrahim Mohamed
Keyword(s):  
Language Learning ◽  
United Arab Emirates ◽  
Mobile Applications ◽  
English Language ◽  
English Language Learning ◽  
Internet Applications ◽  
Face To Face ◽  
Face To Face Learning ◽  
The Impact ◽  
Learning English

This study investigates the impact of internet and mobile applications on enhancing students’ language skills. It examines the students’ opinion regarding English online learning using the different internet or mobile applications. The participants were approximately 80 students from RAK Medical and Health Sciences University located in Ras Al Khaimah in The United Arab Emirates. A closed-ended questionnaire was used to collect data from the participants. The results revealed that internet applications have a positive impact on learning English as a foreign language. Students’ attitudes towards using internet applications for learning English scored very high in certain areas, while the impact was lower in some other areas that is related to speaking, listening or to group discussions. Based on these results, the researcher suggests that internet applications can be activated at all stages of English language learning and teaching. The implementation of mobile and internet applications is recommended together with the face-to-face learning as a sort of blended learning. It can be budget friendly for universities and at the same time effortless for the students as long as it gives the same impact as face-to-face learning. Therefore, the significance of the study is to try to utilize the best online technological method for teaching and learning English Language that is useful to instructors, institutions as well as students.

scholarly journals Students’ Attitude towards Teachers’ Use Of Code-Switching and Its Impact on Learning English

2017 ◽  
Vol 8 (1) ◽  
pp. 212
Author(s):  
Ahmer Rauf
Keyword(s):  
Language Learning ◽  
English Language ◽  
Code Switching ◽  
Target Language ◽  
English Language Learning ◽  
Learning Situation ◽  
Esl Learners ◽  
The Impact ◽  
The Relationship ◽  
Insight Into

The ability of using two languages simultaneously with native like proficiency is called bilingualism. The present study explores the attitude of the students towards the use of code-switching, the relationship between code-switching and its effects on students’ learning and the impact of Urdu-English code-switching on students’ proficiency in target language. In Pakistan, no proper attention is ever paid to the different aspects of bilingual code-switching in classroom and it is the need of the hour to develop an in-depth understanding of bilingual code-switching in particular Pakistani context and to get insight into the importance of different usages and functions of bilingual code-switching in Pakistani ELT classrooms. The researcher has gone for the quantitative approach to achieve the objectives of this study as it renders the research to produce calculated and generalizable results. So, a questionnaire comprising of 35 questionnaire items on Likert Scale was designed to collect data from 400 male and female intermediate ESL learners and the collected data were analyzed through SPSS version XX. The study provides identifying motivational challenges in the use of bilingual (English-Urdu) code-switching and in taking a more realistic perspective about the ELL (English Language Learning) situation in the country.

scholarly journals Impact of English Teachers’ Behavior on English Proficiency Skills of ESL Learners at Secondary Level

2018 ◽  
Vol 9 (1) ◽  
pp. 277
Author(s):  
Muhammad Arfan Lodhi ◽  
Zunaira Zafar ◽  
Nasim Akhtar ◽  
Sobia Sikander ◽  
Sana Farrukh
Keyword(s):  
Language Learning ◽  
English Language ◽  
English Proficiency ◽  
Secondary Level ◽  
Language Teachers ◽  
Positive Behavior ◽  
Female Teacher ◽  
Teachers And Students ◽  
Esl Learners ◽  
The Impact

The main aim of this study is to investigate the impact of teachers’ behavior on English proficiency of ESL learners at secondary level. Teacher’s behavior directly or indirectly influences students’ performance positively or the otherwise. This study was descriptive in nature and survey based design was adopted to pursue operational phase. Respondents were selected from accessible population by using random and convenient sampling techniques. The data was collected quantitatively from 200 students and 40 teachers. Questionnaire was used to collect data from teachers and students to know their perceptive about the impact of instructor’s behavioral patterns on learners’ achievements. The raw data was analyzed followed by tabular, graphical and narrative interpretations. The findings of the study show that teacher’s behavior affects the whole language learning process according to the needs of the students. It further determines that there is a positive correlation between teacher’s positive behavior and student’s linguistic and academic growth. The results also show that positive behavior of female teacher was more learning friendly as compared to the behavior of male teachers. The study concludes with strong recommendation that positive behavior training skills should be implemented in continuous professional development programs for English language teachers. At times, positive behavior of teachers proved more beneficial than their competency for ESL learners.

https://doi.org/10.46425/1902518021

2021 ◽  
Vol 19 (2) ◽  
pp. 1-28
Author(s):  
Tanya Manning-Lewis
Keyword(s):  
Academic Success ◽  
Language Learning ◽  
Language Learners ◽  
English Language ◽  
Graphic Novels ◽  
Language Practices ◽  
Teachers And Students ◽  
Negative Perceptions ◽  
Multiple Case ◽  
The Impact

One of the defining markers of Jamaican students’ academic success (for teachers and students) is their ability to speak Standard Jamaican English (SJE) fluently. However, SJE fluency is challenging for many majority-speaking Jamaican Creole (JC) boys who experience language conflicts within their social and educational contexts. Consequently, this study sought to investigate the impact of systemic negative perceptions of JC and its speakers on four inner-city adolescent boys (14-17 years old), who were dominant & JC-speaking—their perceptions of self, language ability, and attitudes toward English Language Learning (ELL). The study embraced a social constructivist approach, via use of multiple case studies, anchored within a narrative inquiry, over a period spanning three months. Within this period, the boys' lived language experiences were documented, through interviews, video diaries, and graphic novels. The study revealed that the boys experienced language complexities that left them feeling inadequate and disenfranchised, with systemic language practices that positioned them as deficit language learners. The study aimed to construct new knowledge to assist policymakers and educators in developing more inclusive language practices that can provide opportunities for all students to thrive.

scholarly journals The Need for a Content and Language Integrated Learning (CLIL) Approach in Kurdistan Education System

2016 ◽  
Vol 2 (4) ◽  
pp. 410
Author(s):  
Aree Ghazi Hussain ◽  
Naeema Hann
Keyword(s):  
Language Learning ◽  
Educational System ◽  
Education System ◽  
English Language ◽  
Integrated Learning ◽  
Structured Interviews ◽  
Individual Level ◽  
Teachers And Students ◽  
The Impact

Content and language integrated learning (CLIL) approach has become a much debated feature of the education system in recent years. The study reported here examines the role of CLIL within the context of the Kurdistan Educational System. In particular, it investigates CLIL implementation in Kurdistan’s schools and its impact on the acquisition of the English language, contents of main subjects at the individual level, students and teachers, and the whole educational system. The study does not examine the impact of CLIL within the Kurdish education system, but a possible role for it. In order to do this, it first reviews the existing theoretical viewpoints on CLIL and its significance in language learning through the study of content of other subjects. A framework is then developed to describe the current situation of the Kurdistan Educational System and review CLIL in a different context. Data is obtained mainly through questionnaires to teachers and students in the Kurdistan Educational System and semi-structured interviews with two Spanish students who had experience in CLIL. All collected perceptions are analysed and implications for the usefulness of CLIL for Kurdistan Education System, teachers’ and students’ perspective on implementing CLIL in Kurdistan’s school and how CLIL be implemented in Kurdistan. Data from the study suggests that studying the content of some of the main subjects in Kurdistan’s schools provides more opportunity to expand intellectual horizons of students while improving their English language skills and knowledge. Owing to these reasons, integrating learning language and content from early age in schools will impact the entire education and higher education systems in Kurdistan. This is the first study to investigate the role of CLIL in the Kurdish context and further longitudinal studies are required to improve our understanding of the implications of the wider introduction, role, and advantages of implementing CLIL in Kurdistan and how to incorporate CLIL into Kurdish education policy.

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.

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