scholarly journals EFL students’ preferences on digital platforms during emergency remote teaching: Video Conference, LMS, or Messenger Application?

2020 ◽  
Vol 7 (2) ◽  
pp. 362-378 ◽  
Author(s):  
Fakhrurrazi M. Amin ◽  
Hanna Sundari
Keyword(s):  
Language Learning ◽  
Positive Impact ◽  
Descriptive Analysis ◽  
Learning System ◽  
Digital Learning ◽  
Digital Platforms ◽  
Group Participant ◽  
Efl Students ◽  
Learning Management ◽  
Face To Face Learning

The use of technology in language learning has extensively expanded in line with the advancement of technology itself. However, the investigation into the implementation of video conferences, learning management systems, and mobile applications, particularly during the emergency remote teaching/the Covid-19 pandemic, is still lacking. This paper presents survey data from three groups of Indonesian EFL students using three different digital learning platforms: Cisco WebEx Meeting video conferencing, Google Classroom learning management system (LMS), and WhatsApp mobile messenger application. The purpose of the study was to determine the students’ preferences including their perception and point of views on using the platforms and application during the remote teaching situation. There were 140 EFL students from two universities/institutes in Jakarta and Aceh to take part as the participants. The instrument was a questionnaire based on criteria of CALL evaluation, and descriptive analysis using percentages and thematic analysis was applied. The findings show that the Cisco WebEx Meeting, Google Classroom, and WhatsApp gained highly positive agreement on all criteria. Specifically, the Cisco WebEx meeting got the highest scores on authenticity and meaning focus. Meanwhile, for GC and WhatsApp, the criteria on language learning potential, meaning focus and authenticity achieved the highest scores. Moreover, WhatsApp is the most preferred among others in meaning focus, learner fit, positive impact, and practicality.  However, the three digital platforms received the lowest score on a positive impact at each group-participant. It seemingly indicates that they thought the full online digital learning system they experienced during ERT is less preferable than face-to-face learning.

Developing and evaluating an oral skills training website supported by automatic speech recognition technology

ReCALL ◽  
2011 ◽  
Vol 23 (1) ◽  
pp. 59-78 ◽  
Author(s):  
Howard Hao-Jan Chen
Keyword(s):  
Speech Recognition ◽  
Language Learning ◽  
Automatic Speech Recognition ◽  
Oral Communication ◽  
Skills Training ◽  
Learning System ◽  
Teachers Perceptions ◽  
Different Types ◽  
Efl Students ◽  
Oral Skills

AbstractOral communication ability has become increasingly important to many EFL students. Several commercial software programs based on automatic speech recognition (ASR) technologies are available but their prices are not affordable for many students. This paper will demonstrate how the Microsoft Speech Application Software Development Kit (SASDK), a free but powerful tool, can be used to develop an oral skills training website for EFL students. This ASR-based website offers six different types of online exercises which allow students to practise their oral skills and obtain immediate feedback on their performance. A group of 25 college students and a group of 35 pre-service English teachers were invited to use the website. Two surveys were conducted to investigate the students’ and the pre-service teachers’ perceptions of this site. The results indicated that most teachers and students enjoyed using this website, which they felt could help improve their English oral skills. They also pointed out that the main strength of the ASR-based learning system is that it offers several different types of exercises which can encourage learners to produce more output in a low-anxiety environment. The major limitations of the website are the insufficient feedback and the challenging standards one must meet in order to achieve a pass mark. These findings can be useful for teachers who are interested in using ASR in teaching and for CALL researchers who aim to develop better ASR-based systems for language learning.

scholarly journals The Interplay of EFL Students’ Enjoyment, Hope, Pride and Self-Regulation

2021 ◽  
Vol 12 ◽  
Author(s):  
Xuehong Yin
Keyword(s):  
Language Learning ◽  
Positive Emotions ◽  
Positive Impact ◽  
Self Regulation ◽  
Academic Community ◽  
Self Control ◽  
Present Review ◽  
Academic Organizations ◽  
Efl Learners ◽  
Efl Students

Nowadays, emotions are among the most significant issues in the route of learning a language that should be taken into consideration. Consistent with the fundamental function of positive psychology (PP) and also the theory of broaden-and-build, enjoyment in language learning especially the foreign language is among those positive emotions that encourage EFL learners to develop their perspective to achieve. Efforts to apprehend and develop the academic achievement of EFL learners have also progressively concentrated on self-regulation as it boosts learners’ enjoyment, hope, pride, self-control, and learning. Besides, in line with the investigations of these positive emotions, principles of PP, the present review makes every effort for the interplay and its effects in language learning. It is pertinent to state that the present review of studies can benefit academic organizations, professional development centers, policymakers in the academic community to consider the role of emotions, namely positive ones and their positive impact on language learning.

scholarly journals Digital Platforms in the Emergency Remote Education: the Students’ Preferences

2021 ◽  
Vol 12 (4) ◽  
pp. 19-36
Author(s):  
Mishal H. Al Shammari
Keyword(s):  
Language Learning ◽  
Ease Of Use ◽  
Digital Learning ◽  
Remote Education ◽  
Technical Problems ◽  
Digital Platforms ◽  
King Saud University ◽  
Distant Learning ◽  
Positive Side ◽  
English Major

One positive side of the Covid-19 pandemic is the unprecedented opportunity it has offered to the Higher Education Institutions to experience digital learning like never before. During the pandemic, Distant Learning platforms, including Learning Management Systems and Video Conferencing Platforms, have been ubiquitous, and no single institution survived without them during the pandemic. Hence, one of the critical lessons that should be learned is the students’ experiences with these platforms. This study aims to investigate the digital platform preferences of English major students in the College of Language and Translation at King Saud University in Saudi Arabia during the Emergency Remote Education due to the Covid-19 pandemic. Its significance lies in the fact that it underscores and addresses students’ needs and preferences with regard to the digital platforms to be used for language learning, a pragmatic examination of which has been carried out in the following pages. It focuses on reasons for the preferences of the two leading digital platforms used in King Saud University: Blackboard and Zoom. A Survey with open-ended and closed-ended questions was designed to answer the questions of the study: which digital platforms do students prefer to use during Emergency Remote Education, and what were the reasons behind students’ preferences? A total of 300 students from both male and female campuses at different levels of study participated in the study. The results showed that students preferred the Zoom to Blackboard. Reasons of preferences were mainly the ease of use, followed by supporting smartphones, then having an app for smartphones. The thematic analysis of the open-ended question showed that technical problems and connection latency were the main reasons behind students’ preferences of the Zoom. The findings also indicated gender differences in reasons of preferences.

scholarly journals Digital Platforms in the Emergency Remote Education: the Students’ Preferences

2022 ◽  
Author(s):  
Mishal H. Al Shammari
Keyword(s):  
Language Learning ◽  
Ease Of Use ◽  
Digital Learning ◽  
Remote Education ◽  
Technical Problems ◽  
Digital Platforms ◽  
King Saud University ◽  
Distant Learning ◽  
Positive Side ◽  
English Major

One positive side of the Covid-19 pandemic is the unprecedented opportunity it has offered to the Higher Education Institutions to experience digital learning like never before. During the pandemic, Distant Learning platforms, including Learning Management Systems and Video Conferencing Platforms, have been ubiquitous, and no single institution survived without them during the pandemic. Hence, one of the critical lessons that should be learned is the students’ experiences with these platforms. This study aims to investigate the digital platform preferences of English major students in the College of Language and Translation at King Saud University in Saudi Arabia during the Emergency Remote Education due to the Covid-19 pandemic. Its significance lies in the fact that it underscores and addresses students’ needs and preferences with regard to the digital platforms to be used for language learning, a pragmatic examination of which has been carried out in the following pages. It focuses on reasons for the preferences of the two leading digital platforms used in King Saud University: Blackboard and Zoom. A Survey with open-ended and closed-ended questions was designed to answer the questions of the study: which digital platforms do students prefer to use during Emergency Remote Education, and what were the reasons behind students’ preferences? A total of 300 students from both male and female campuses at different levels of study participated in the study. The results showed that students preferred the Zoom to Blackboard. Reasons of preferences were mainly the ease of use, followed by supporting smartphones, then having an app for smartphones. The thematic analysis of the open-ended question showed that technical problems and connection latency were the main reasons behind students’ preferences of the Zoom. The findings also indicated gender differences in reasons of preferences.

scholarly journals Spontaneous Gesturing in the EFL Classroom and its Impact on Interaction and Learning: A Case Study

2017 ◽  
Vol 5 (2) ◽  
pp. 34
Author(s):  
Haifa H AlGhamdi ◽  
Fatimah M A Alghamdi
Keyword(s):  
Language Learning ◽  
Teaching And Learning ◽  
Positive Impact ◽  
Classroom Interaction ◽  
Vocabulary Retention ◽  
Independent Observer ◽  
Efl Teachers ◽  
Efl Students ◽  
Preparatory Year

The purpose of this study is to explore the effect of English as a Foreign Language (EFL) teachers’ spontaneous use of non-verbal gesture cues in classroom atmosphere and in teaching and learning English vocabulary at college, EFL Saudi context. Two groups consisting of thirty-nine female students, who are studying in their preparatory year at a major Saudi university, and two female EFL teachers participated in the study. For one session each, the two groups were observed by one of the researchers and an independent observer. Each of the two groups’ teachers was observed while teaching her subject matter to students where the students had to learn a list of new English vocabulary items. Qualitative data from the classroom observation sessions were gathered to identify possible differences in nonverbal behavior and to explore its effect on classroom interaction and general atmosphere. Quantitative data, on the other hand, was gathered through vocabulary tests to find out if different EFL teachers’ nonverbal conduct will impact vocabulary learning. The findings of the study revealed that gesture has a positive impact on classroom interaction. Moreover, gesture has a significant impact on the EFL students’ vocabulary retention. Based on the data anlysis and findings of this study, several implications are made on the topic of gesture and its impact on language learning and classroom interaction for further research and classroom practices.

Social Constructivism and Digital Learning

2019 ◽  
Vol 10 (3) ◽  
pp. 13-22 ◽  
Author(s):  
Mohammed Amine Boughalem ◽  
Mohamed Khaldi
Keyword(s):  
Distance Learning ◽  
Social Constructivism ◽  
Learning System ◽  
Digital Learning ◽  
Face To Face ◽  
Models Of Teaching ◽  
Distance Learning System ◽  
Classical Models ◽  
Learning Modes ◽  
Face To Face Learning

The classical models of teaching in education represent one of the main pillars of face-to-face learning. Digital learning allows access to different instances of distance learning, which constitutes a key role in setting up a distance learning system. Every model is adapted to a type of training. Digital learning has become more and more a necessity for the whole civil society, universities have had a tendency to be followed and to development in the pedagogical field, more precise training and new learning modes. With this effect, the choice of the appropriate model to this type of training is very important to take into consideration to better exploit the resources. In the following article, the authors will try to analyze the different classical models of teaching and to analyze distance learning in order to identify the most appropriate model, the main goal of the subject is to show the relevance of the adoption of the teaching model in distance learning.

scholarly journals EVALUASI PELAKSANAAN PEMBELAJARAN DARING DI INDONESIA SELAMA MASA PANDEMI COVID-19

2021 ◽  
Vol 12 (1) ◽  
pp. 104-113
Author(s):  
Jumardi Budiman
Keyword(s):  
Online Learning ◽  
Learning Styles ◽  
Blended Learning ◽  
Learning Strategies ◽  
Negative Impact ◽  
Positive Impact ◽  
Learning System ◽  
Digital Learning ◽  
Learning Mechanisms ◽  
Innovative Learning

ABSTRAKPandemi covid-19 membuat sistem pembelajaran di Indonesia yang berlangsung secara klasikal berubah menjadi pembelajaran dalam jaringan (daring). Tujuan penelitian ini yakni mengevaluasi pelaksanaan pembelajaran daring di Indonesia pada masa pandemi covid-19. Metode penelitian menggunakan studi kepustakaan dengan sumber data berupa artikel ilmiah yang membahas tentang pelaksanaan pembelajaran daring selama masa pandemi covid-19. Teknik analisis data menggunakan analisa kualitatif yakni reduksi data, penyajian data dan verifikasi/ penarikan kesimpulan. Temuan dalam penelitian ini bahwa mekanisme pembelajaran daring memiliki dampak positif berupa kemandirian siswa dalam belajar, peningkatan aktivitas mencari sumber belajar dan inovasi gaya belajar. Dampak negatif pembelajaran daring berupa rasa jenuh dan penurunan minat belajar akibat kegagalan siswa dan guru dalam mengatasi kendala seperti sarana penunjang yang tidak memadai, ketiadaan kuota internet dan sinyal internet yang buruk. Tantangan yang dihadapi oleh siswa dan guru selama pembelajaran daring yakni ketersediaan sarana penunjang, strategi pembelajaran yang inovatif dan sinergi ntara komponen pendidikan. Pembelajaran daring berpeluang untuk terus dilaksanakan dengan system blended learning guna menciptakan ekosistem pembelajaran digital yang efektif dan efisien.Kata Kunci: Evaluasi, pembelajaran, dalam jaringan, pandemi covid-19 ABSTRACTPandemic covid-19 makes the learning system in Indonesia that takes place classically turned into online learning. The purpose of this study is to evaluate the implementation of online learning in Indonesia during the Covid-19 pandemic. The research method uses library research with data sources in the form of scientific articles that discuss the implementation of online learning during the Covid-19 pandemic. The data analysis technique uses qualitative analysis, namely data reduction, data presentation and verification / conclusion. The findings in this study are that online learning mechanisms have a positive impact in the form of student’s independence in learning, increased activity to find learning resources and innovation in learning styles. The negative impact of online learning is in the form of boredom and decreased interest in learning due to the failure of students and teachers to overcome obstacles such as inadequate supporting facilities, absence of internet quota and poor internet signal. The challenges faced by students and teachers during online learning are the availability of supporting facilities, innovative learning strategies and synergy between education components. Online learning has the opportunity to continue to be implemented with a blended learning system to create an effective and efficient digital learning ecosystemKeywords: Evaluation, learning, online, the covid-19 pandemic

scholarly journals A Study of EFL Students' Attitudes, Motivation and Anxiety towards WhatsApp as a Language Learning Tool

2019 ◽  
Author(s):  
Jamal Kaid Mohammed Ali ◽  
Wagdi Rashad Ali Bin-Hady
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
English Language ◽  
Positive Impact ◽  
Female Students ◽  
Learning And Teaching ◽  
Efl Students ◽  
Students Attitudes ◽  
The Impact ◽  
Learning English

This study aimed to explore the impact of WhatsApp on enhancing Saudi EFL students' language skills and areas. It also investigated EFL students' attitudes, motivation, and anxiety towards learning English via WhatsApp. The sample comprised 55 male and female students studying English at the College of Arts, University of Bisha, Saudi Arabia. A closed-ended questionnaire was used to collect quantitative data from the sample. The results revealed that WhatsApp has a positive impact on learning English as a foreign language with a score of 3.9 as an overall mean. Students’ attitudes towards using WhatsApp for learning English scored 3.4, while the impact of WhatsApp on motivating EFL students to study English scored 3.6 in total. It was also found that WhatsApp reduced students’ anxiety with a score of 3.8 as the overall mean. Based on these results, the researchers suggest that WhatsApp should be activated at all stages of English language learning and teaching.

scholarly journals An Evaluation of EFL Textbooks Entitled “New Access English for Academic Purposes” for Undergraduate Students

2019 ◽  
Vol 8 (2) ◽  
Author(s):  
Imam Fauzi
Keyword(s):  
Active Learning ◽  
Language Learning ◽  
Undergraduate Students ◽  
English Language ◽  
Descriptive Analysis ◽  
Analysis Data ◽  
English For Academic Purposes ◽  
Learning Activities ◽  
Textbook Evaluation ◽  
Efl Students

The present study is a case specific attempt to explore the effectiveness of English as a foreign language textbooks entitled New Access English for Academic Purposes Revised Edition on the students active learning in EFL situation. The current research underpinned an indepth approach which led to descriptive analysis data collection through a textbook evaluation checklist. It was  addressed to 40 undergraduate students in EFL classroom. Textbook evaluation checklist was built on both close and open-ended questions which were comprehensively analyzed separately. The findings revealed that the textbook contributes much advantages on the students active learning, be able to stimulate students in the EFL learning situations, and assist the EFL teachers or lecturers in designing sistematically their classroom learning activities based on the learning objectives and expectation written in the textbook. As explained in the findings of research that some students feel encouraged in terms of utilizing the designed textbook in the language classroom, they thought the EFL textbook is able to improve their English language skills especially in reading, listening, writing, speaking and grammar understanding. Although in the other side, the EFL learners responded that there would be better if the author of textbook tried to make some need analysis for improving and formulating much better language learning materials. Additionally, the EFL lecturers feel assisted after using the textbook for EFL students to construct effectively their course syllabus and language learning activities in the classroom.              

scholarly journals CHUNKING LANGUAGE FOR EFL CLASSROОM LEARNERS

2021 ◽  
pp. 131-138
Keyword(s):  
Language Learning ◽  
Descriptive Analysis ◽  
Life Strategy ◽  
Online Classes ◽  
Efl Learners ◽  
Interview Guide ◽  
Qualitative Research Methodology ◽  
Important Approach ◽  
Efl Students ◽  
Language Module

In this article it is examined how Chunking Language is perceived by online EFL students, and analyzed how this strategy enriches students’ vocabulary based on their ideas and experiences in online classes. The study used a qualitative research methodology through thematic analysis, where descriptive analysis was performed on the responses. Interview guide questions were used to explore participants’ insights and ideas on how to use the strategy. The findings showed that most EFL students fully understand the importance of vocabulary, but it was very difficult to use them in sentences. In addition, participants adopted Chunking Language as a life strategy in the module, which is important in language learning and an important approach in vocabulary literacy. As a strategy, it helps students learn new vocabulary and use it in appropriate contexts. Research shows that the spoken language module should be enriched taking into account grammar and usage in teaching vocabulary and used for more EFL learners.

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