scholarly journals THE STUDENTS’ EYESIGHT: THE EFFECTIVENESS OF LEARNING-BASED APPLICATIONS ON ELT IN PANDEMIC ERA

2020 ◽  
Vol 6 (2) ◽  
pp. 394
Author(s):  
Andi Bulkis Maghfirah Mannong
Keyword(s):  
Online Learning ◽  
Language Proficiency ◽  
Digital Literacy ◽  
English Language ◽  
English Language Teaching ◽  
Policy Changes ◽  
Natural Interaction ◽  
Face To Face ◽  
Analysis Technique ◽  
Learning English

The emergence of the Covid-19 has given a significant effect that inflicted policy changes in various sectors, including in the education field. The most basic policy is changing the students’ way to learn from what is usually done in the classroom (face to face) to online learning. As this condition, the implementation of learning-based applications has a necessary role in supporting online learning, includes English Language Teaching (ELT). This study aimed to analyze the students’ experience in utilizing learning-based applications in learning English and the barriers faced by them. As for some of the applications most commonly used are Zoom, Google Meet, Google Classroom, and WhatsApp. Besides, this study was also conducted to determine which application is the most effective used in ELT during online learning. This research used descriptive quantitative, where the sample was the seventh-semester students in the English department at one of the private universities in Makassar. The data was collected used questionnaire and the data analysis technique used descriptive statistics. The result of this study showed that the use of those four applications helped the students to adapt to the pandemic condition. Besides helping students to learn English virtually, it also improves the students’ digital literacy. Although, there were some obstacles in utilizing some applications faced by them, such as limited quota, unstable network, complicated in use, and not focus during the learning process. Among the four applications above, the most effective application based on the students’ response was Whatsapp. This application helps the students to develop their language proficiency through natural interaction. Moreover, it makes the students easier in learning English as the delivery of material is systematic and structured. Students also have more time to understand the material by rereading the material that has been delivered.

scholarly journals Blended CEFR in Enhancing Vocabulary among Low Proficiency Students

2019 ◽  
Author(s):  
Prisla Devi Krishnan ◽  
Melor Md Yunus
Keyword(s):  
Blended Learning ◽  
Language Proficiency ◽  
Digital Literacy ◽  
English Language ◽  
Vocabulary Acquisition ◽  
Vocabulary Knowledge ◽  
Face To Face ◽  
Post Test ◽  
Malaysian Students ◽  
Education Transformation

Emphasis on English language proficiency and digital literacy among Malaysian students in schools have been given utmost priority in the Malaysian Education Transformation (2013 – 2025). With the introduction of Common European Framework of Reference (CEFR), (Council of Europe, 2001) the emphasize for low proficient students to acquire vocabulary knowledge is crucial for them to move progressively into the next band as stated in the CEFR global scales. Yet, concerns arises as how the implementation of (CEFR) will impact the low proficient students with almost none to limited vocabulary acquisition. This poses an extremely high risk of these students being left far behind as English is a second language to most students. Thus, the aim of this study is to use blended learning to expand the vocabulary acquisition among low proficient students and enable them to move progressively in the CEFR band. The mixed method study employed questionnaires, face to face interviews, pre and post test and observations to collect data from 20 low proficient students aged 14 from a semi urban secondary school. Data collected were analyzed quantitatively and qualitatively. The study found that using blended learning not only enhances low proficient students vocabulary count in CEFR English but it also promotes autonomous learning and understanding of sentence structures. Hence, the use of blended learning proves to be a crucial alternative for low proficient students to enhance their vocabulary knowledge and understanding of sentence structures through digital literacy that is capable of motivating and challenging them to achieve their highest potential.

scholarly journals Improving English Language Proficiency of Graduate Students by Online Learning Apps available on Smartphone

2019 ◽  
Vol IV (III) ◽  
pp. 535-543
Author(s):  
Shahida Naz ◽  
Mamuna Ghani ◽  
Shahid Nawaz
Keyword(s):  
Online Learning ◽  
Graduate Students ◽  
Language Learning ◽  
Language Proficiency ◽  
Digital Literacy ◽  
English Language ◽  
Language Skills ◽  
English Language Proficiency ◽  
English Language Skills

The field of digital literacy is developing rapidly; consequently, the interest of researchers has also shifted now. The current research study was to explore the role of online learning Apps available on smartphones in improving graduate students' English language proficiency. Quantitative and qualitative research methods were used in this study. Data were collected through a questionnaire that had close-ended and open-ended questions. Questionnaires were distributed among 480 graduate-level students studying in 6 universities of Punjab, Pakistan. Data were analyzed by using Statistical Package for Social Sciences (SPSS 22.0) to find out results in the form of Percentage, Mean Score, Standard Deviation by applying the Independent Sample T-Test. The results of the study demonstrated the potential of Mobile Assisted Language Learning (MALL) as an anticipatory approach to improving English language skills. Results showed that students were pleased to use smartphones to improve their English language proficiency. They responded positively about the role of smartphones in improving English language skills. On the basis of findings, the researcher concluded that smartphone plays an important role in improving students' English language proficiency.

scholarly journals Counteractive Measures for the Tribulations Faced by Intermediate Students of Selected Colleges of Lucknow, While Teaching and Learning English

2019 ◽  
Vol 10 (3) ◽  
pp. 516
Author(s):  
Mohammad Owais Khan
Keyword(s):  
Language Learning ◽  
Language Proficiency ◽  
Teaching And Learning ◽  
English Language ◽  
Language Teaching ◽  
College Education ◽  
Uttar Pradesh ◽  
English Language Teaching ◽  
Intermediate Students ◽  
Learning English

The present study attempts to highlight the issues related to the Tribulations and Counteractive measures for teaching and learning English to Intermediate students of Lucknow, Uttar Pradesh (UP), India. The language policy in intermediate college education emerged as a social and personal problem. The quality of English Language teaching in majority of Indian Intermediate Colleges presents a very appalling picture. Teachers’ language proficiency, exposure to language and teaching materials is major concerns for quality English language learning. In reality intermediate students’ situation in UP is very difficult. They don’t have good opportunities as the big cities’ students have. These students consider English as a subject not as a language. So they focus only on examination not on the learning. This is an area which needs proper investigation. This study and the remedial measures suggested at the end will hopefully help students and teachers in learning and teaching English easily and appropriately. The study will also be useful for teachers, scholars, course designers and material producers of English language teaching.

scholarly journals Students’ Perception toward the Implementation of Synchronous Learning during COVID-19 Pandemic in English Language Teaching (ELT)

E-Structural ◽  
2021 ◽  
Vol 4 (01) ◽  
pp. 1-16
Author(s):  
Tira Nur Fitria
Keyword(s):  
Online Learning ◽  
English Language ◽  
English Language Teaching ◽  
Learning System ◽  
Live Streaming ◽  
Technical Problems ◽  
Face To Face ◽  
Synchronous Learning ◽  
Zoom In ◽  
Face To Face Learning

Abstract. During COVID-19 pandemic, educators implement online learning in the education process. Basic interactive models of online learning available, such as synchronous learning, as a face-to-face learning process through online media. This research investigates the students’ perception toward the implementation of synchronous learning in ELT especially TOEFL. This research is qualitative. The results show that: 1) 51 % of students use Zoom and Live YouTube in learning TOEFL. 2) 89.7 % of students use mobile phones in online learning. 3) 49.7 % of students agree that Zoom has complete features. 4) 83.2 % of students agree that operating Zoom’s features is very easy. 5) 74.2 % of students agree that Zoom is easy-used. 6) 72.9 % of students agree that using Zoom in learning TOEFL is effective. 7) 73 % of students agree that using Live YouTube in learning TOEFL also effective. 8) 63.9 % agree that in Zoom, they can participate by face-to-face interactions (e.g. question-answer even discussion with lecturer and classmates. 9) 95.5 % of students agree that using YouTube, videos can be seen anytime and anywhere because videos are stored on the lecturer’s channel. In the understanding level of TOEFL, 83.2 % of students really understand in the listening section, 89.7 % of students understand the reading section, and 81.3 % of students understand the Structure and Written Expression section. Several problems affect learning TOEFL with Zoom and YouTube. Students have a problem with an internet connection. The other problems are internet quota, technical problems of the device (e.g battery, device dead suddenly, audio quality, device’s video/audio, and others), device’s type used, and surrounding conditions (e.g light conditions, sounds, or other disturbances). In the next learning system, 80.6 % of students agree that the next learning system implements face-to-face learning and still uses Zoom and YouTube Live Streaming. Keywords: ELT, synchronous learning, TOEFL, YouTube, Zoom Abstrak. Selama pandemi COVID-19, para pendidik menerapkan pembelajaran online dalam proses pendidikan. Model pembelajaran online interaktif dasar yang tersedia, seperti pembelajaran sinkron, sebagai proses pembelajaran tatap muka melalui media online. Penelitian ini mengkaji persepsi siswa terhadap penerapan pembelajaran sinkron di ELT khususnya TOEFL. Penelitian ini bersifat kualitatif. Hasil penelitian menunjukkan bahwa: 1) 51% siswa menggunakan Zoom dan Live YouTube dalam pembelajaran TOEFL. 2) 89,7% siswa menggunakan ponsel dalam pembelajaran online. 3) 49,7% siswa setuju bahwa Zoom memiliki fitur yang lengkap. 4) 83,2% siswa setuju bahwa mengoperasikan fitur Zoom sangat mudah. 5) 74,2% siswa setuju bahwa Zoom mudah digunakan. 6) 72,9% siswa setuju bahwa menggunakan Zoom in learning TOEFL efektif. 7) 73% siswa setuju bahwa menggunakan Live YouTube dalam pembelajaran TOEFL juga efektif. 8) 63,9% setuju bahwa dengan Zoom, mereka dapat berpartisipasi dengan interaksi tatap muka (misalnya tanya jawab bahkan diskusi dengan dosen dan teman sekelas. 9) 95,5% mahasiswa setuju bahwa dengan menggunakan YouTube, video dapat dilihat kapan saja dan di mana saja karena video disimpan di saluran dosen. Pada tingkat pemahaman TOEFL, 83,2% siswa sangat memahami bagian menyimak, 89,7% siswa memahami bagian membaca, dan 81,3% siswa memahami bagian Struktur dan Ekspresi Tertulis. Beberapa masalah memengaruhi pembelajaran TOEFL dengan Zoom dan YouTube. Siswa memiliki masalah dengan koneksi internet. Masalah lainnya adalah kuota internet, masalah teknis perangkat (misal baterai, perangkat mati mendadak, kualitas audio, video/audio perangkat, dan lain-lain), jenis perangkat yang digunakan, dan kondisi sekitarnya (misal kondisi cahaya, suara, atau gangguan lainnya). Pada sistem pembelajaran selanjutnya, 80,6% siswa setuju bahwa sistem pembelajaran selanjutnya menerapkan pembelajaran tatap muka dan masih menggunakan Zoom dan YouTube Live Streaming.Kata kunci: ELT, pembelajaran sinkronus, TOEFL, YouTube, Zoom

scholarly journals How Well Do E-portfolios Facilitate Students’ Learning Engagement in Speaking Courses during the COVID-19 Pandemic?

2021 ◽  
Vol 11 (2) ◽  
Author(s):  
I Putu Indra Kusuma ◽  
Ni Wayan Surya Mahayanti ◽  
Muhammad Handi Gunawan ◽  
Dzul Rachman ◽  
Ni Putu Astiti Pratiwi
Keyword(s):  
Teaching And Learning ◽  
English Language ◽  
Language Teaching ◽  
Single Case ◽  
Sampling Technique ◽  
English Language Teaching ◽  
Learning Engagement ◽  
Face To Face ◽  
Analysis Technique ◽  
Face To Face Learning

The COVID-19 pandemic has affected educational practices worldwide, including English language teaching and learning practices like teaching speaking courses. It has also shifted face-to-face learning into distance learning modes. Implementing e-portfolios in assessing students' speaking performance seems to be an alternative as this technique could be implemented fully online. However, how well e-portfolios facilitate students' learning engagement in speaking courses, especially during online learning, has been little documented. Thus, this study aims to explore the students' learning engagement and the challenges of implementing e-portfolios in an online speaking course. Using a single case study in an English Language Department at a public education university in Indonesia, the study involved ten participants selected using a purposive sampling technique. Data were collected from various resources, such as phone interviews, videos, and reflection journals, as data/source triangulation. The data were then analyzed using a theoretical thematic analysis technique. The findings revealed that the participants had active participation and showed almost similar engagements in cognitive, affective, and behavioral domains during the online speaking course. However, the students also faced several challenges that inevitably affected their feelings. Few implications are also discussed pertaining to conduct English language teaching practices during the COVID-19 pandemic.

scholarly journals Facebook: An Effective WEB 2.0 Technology for Blended EFL Classrooms in Indonesia

EDULANGUE ◽  
2018 ◽  
Vol 1 (1) ◽  
pp. 67-86
Author(s):  
Husnawadi Husnawadi ◽  
Nanang Sugianto
Keyword(s):  
Language Proficiency ◽  
English Language ◽  
English Language Teaching ◽  
State University ◽  
Face To Face ◽  
Islamic Studies ◽  
English Classrooms ◽  
E Learning ◽  
English Speaking ◽  
Efl Classrooms

The 21st century learning has been a landmark in the use of digital technologies that serve pedagogical purposes, which includes the proliferating use of blended learning (Henceforth BL). A mixture of face-to-face (FTF) and online learning (Internet Synchronous and Asynchronous media), BL strategy has gained its popularity in the sphere of English language teaching (Hereafter ELT) due to its effectiveness in promoting learners’ language proficiency. However, the discussion on the extent to which e-learning mode plays role in English as a foreign language (Henceforth EFL) classrooms, particularly Indonesia, remains scantily documented; and a query on what can be an effective and efficient medium of e-learning in the strategy remains persistent in the foreignlanguage context. With its popularity and preferred medium of communication among teenagers across the globe, especially Indonesia, Facebook (hereafter FB) can be an answer to such a question. Hence, drawing on the Indonesian ELT context, this paper discusses the nature of BL; argues why FB can be aneffective and efficient add-on to e-learning mode in the Blended ELT context; and presents an example of its application as applied in one of the authors’ English-speaking classroom at a State University for Islamic Studies (UIN Mataram) and a reflection as the lecturer. This paper is expected to inform the English teaching practitioners or teachers on how to use social media, particularly FB, to enhance the students’ learning and learning outcomes particularly in Indonesian adult English classrooms.

scholarly journals Exploring Students’ Readiness on English Language Blended Learning

2021 ◽  
Vol 16 (4) ◽  
pp. 161
Author(s):  
Fazlinda Hamzah ◽  
Soo Yew Phong ◽  
Mohd Azlan Shah Sharifudin ◽  
Zainab Mohd Zain ◽  
Mahdalela Rahim
Keyword(s):  
Blended Learning ◽  
English Language ◽  
Traditional Classroom ◽  
English Language Teaching ◽  
Classroom Setting ◽  
Structured Interviews ◽  
Self Directed Learning ◽  
Face To Face ◽  
Directed Learning ◽  
Learning English

Blended learning approach has gained popularity around the globe and blended English language teaching has become a matter of considerable interest. Many higher education institutions have adopted the approach, and this raised a question of readiness among the students involved. The study aimed at investigating the students’ readiness on English language blended learning. A total of 137 students of different courses from a public university in Melaka participated in the study. They were asked to answer a questionnaire which involved five aspects to measure the students’ readiness on English language blended learning such as technical abilities, technological accessibility, self-directed learning, attitude towards traditional classroom setting and attitude towards blended classroom setting. Six students were then selected to be involved in semi-structured interviews to identify students’ views on English language blended learning. The study found out that students have low levels of readiness on English language blended learning in which they scored 3.28 to 3.54 in attitude towards blended classroom settings compared to their scores in attitude towards traditional classroom settings which are all above 4.00. The interviews revealed the reasons behind the results obtained from the questionnaire and one of them is that they enjoy learning English in a traditional classroom since face to face communication with their instructors allows them to remember better as well as enables them to gain more in-depth understanding of a lesson.   Keywords: Blended learning, English language, Students’ readiness

scholarly journals Constraints on innovation in English language teaching in hinterland regions of China

2020 ◽  
pp. 136216882097985
Author(s):  
Neil Murray ◽  
Antony J. Liddicoat ◽  
Gavin Zhen ◽  
Penny Mosavian
Keyword(s):  
Language Proficiency ◽  
Urban Areas ◽  
English Language ◽  
Time Pressure ◽  
Language Teaching ◽  
Eastern China ◽  
Language Education ◽  
Political Influence ◽  
English Language Teaching ◽  
Chinese Government

Since the start of the twenty-first century, English has come to be seen by the Chinese government as a linchpin of its continued economic and political influence. Its resultant efforts to promote innovation in English language teaching align with the aspirations of a population, many of whom regard competency in English as a determiner of opportunity and success in their careers, and thus a vehicle through which to provide a good quality of life for themselves and their families. However, despite government-driven initiatives to improve English language education, change has been slow to materialize, especially outside of the main urban areas of Eastern China. Here, we report on a study that sought to explore the constraints governing attempts by teachers of English to innovate in universities located in some of the so-called ‘hinterland’ regions of Southwestern China. Key determinants that emerged, and which we discuss, included time pressure and competing priorities; scepticism towards new ideas; lack of investment in resources; the primacy of the textbook; students’ language proficiency; and opportunities for professional development. Together, these findings indicate the need for a change of culture if innovation is to be welcomed, both in principle and in practice, as a driver of positive change in the teaching of English in these universities. Teachers, their line managers, and university senior managers need to feel willing and able to engage freely in constructive and informed discourse, and in doing so consider recalibrating institutional priorities, thereby helping reconcile the pressures and tensions currently experienced by English language teachers and which impede progress.

Investigating the Emergence of Digital Platforms for Listening Learning Proficiency

Al-Lisan ◽  
2021 ◽  
Vol 6 (2) ◽  
pp. 209-224
Author(s):  
Tira Nur Fitria
Keyword(s):  
Teaching And Learning ◽  
English Language ◽  
English Language Teaching ◽  
British Broadcasting Corporation ◽  
Listening Skills ◽  
Voice Of America ◽  
Digital Platforms ◽  
British Council ◽  
Listening Strategies ◽  
Learning English

This study investigates the use of any platforms in English language teaching and learning, especially in listening skills. This research design is qualitative. From the result, it shows that some technologies available both online or offline include applications or platforms that provide many choices for listening to English, they are. 1) Music platform. These platforms can be found in PlayStore, such as Joox and Spotify recommends songs for listening skills. 2) Youtube channel. Many YouTube channels for learning English listening skills include 1) Voice of America (VOA), BBC Learning English, Learn English with TV Series, English with Lucy, and Oxford Online English. 3) Podcasts. Both BBC (British Broadcasting Corporation) and VoA (Voice of America). These Podcasts offer listening skills. The other podcasts are “The English We Speak, Podcast in English, Better at English, Luke’s English Podcast, Espresso English Podcast, Anchor FM” etc. 4) Websites that are pretty representative in practicing the listening skills such as Sound English, ESL-Lab, English listening, Ello, learn English British Council, Daily ESL, Story Nory, Story Line, which can be accessed. Learning English through several applications above can be an alternative for students in practicing and improving their English listening skills. Listening exercises can be carried out by using interesting listening strategies when learning English. It depends on the teachers/lecturers who teach listening subjects and the students who learn English materials.

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