scholarly journals Language Learners’ Willingness to Communicate and Speaking Anxiety in Online versus Face-to-Face Learning Contexts

2021 ◽  
Vol 20 (11) ◽  
pp. 57-77
Author(s):  
Nada Alqarni
Keyword(s):  
Online Learning ◽  
Foreign Language ◽  
Willingness To Communicate ◽  
Learning Context ◽  
Online Questionnaire ◽  
Speaking Anxiety ◽  
Efl Learners ◽  
Face To Face ◽  
Learning Contexts ◽  
Face To Face Learning

Foreign language instruction has moved from face-to-face to online learning in response to the COVID-19 pandemic. This study aimed to explore the extent to which Foreign Language Classroom Enjoyment (FLCE), Foreign Language Speaking Anxiety (FLSA) and demographic variables (i.e., age, gender, and course grades) are linked to English as a Foreign Language (EFL) learners’ Willingness to Communicate (WTC) in English under two conditions: online learning and conventional (face-to-face) learning. The study sample consisted of 106 Saudi undergraduate EFL learners. The research instrument was an online questionnaire. The data were analysed quantitatively through t-tests, Pearson correlational tests, and a hierarchical regression analysis. The research findings indicated that: (1) higher levels of WTC were found in the online learning context than in the face-to-face context; (2) FLCE was a positive predictor, while FLSA was a negative predictor, of WTC in the online and face-to-face learning contexts; (3) a high course grade seemed to be a positive predictor of EFL learners’ WTC only in the online learning context. These findings imply that utilizing online-based learning, particularly in the context of developing speaking skills, may foster EFL learners’ communication in the foreign language. Therefore, it is recommended that language teachers should support their students in practicing L2 communication during online classes in a more supportive atmosphere.

scholarly journals EFL Learners' Perceptions on Schoology Use in the Reading Class

2021 ◽  
Vol 5 (1) ◽  
pp. 10-26
Author(s):  
Ahmad Ridho Rojabi ◽  
Keyword(s):  
Online Learning ◽  
Reading Comprehension ◽  
Blended Learning ◽  
English Language ◽  
Study Program ◽  
Efl Learners ◽  
Face To Face ◽  
Learning Platforms ◽  
Face To Face Learning ◽  
Share Information

Online learning that is integrated into face-to-face learning called blended learning is believed to be more useful than online learning or face-to-face learning. Schoology is one of the online learning platforms exploited in blended learning that can help teachers to manage classroom information. Schoology allows students and teachers to share information and provides access to content or administrative features of specific courses. This study aims to investigate students' perceptions of blended learning via Schoology in reading class. This is a descriptive study, the participants of this study consisted of 28- second-semester students at the English Language Study Program, Faculty of Tarbiyah, and teacher training IAIN Jember, East Java Indonesia. The Data were collected through questionnaires and interviews. The findings of this study revealed that there were positive perceptions of blended learning via Schoology in the reading comprehension class as well as the positive learners’ attitude. Furthermore, the students agreed that Schoology in blended learning in the reading comprehension class is useful, helpful, and effective. Moreover, from the results of the interviews, there were positive aspects of blended learning via Schoology in reading comprehension which gave more benefits to engage and motivate students’ learning activities, students’ performances, learners’ autonomy, as well as students’ learning outcomes.

scholarly journals Differences in assessment methods of face-to-face and online learning

2021 ◽  
Vol 127 ◽  
pp. 01015
Author(s):  
Nadezhda Mamatkulovna Glushkova ◽  
Karine Henrickovna Apresyan ◽  
Daria Aleksandrovna Mironova ◽  
Tatiana Nikolaevna Lyubimova ◽  
Natalya Vladimirovna Chernyishkova
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Foreign Language ◽  
Educational Process ◽  
Assessment Methods ◽  
Assessment System ◽  
Assessment Process ◽  
Face To Face ◽  
Teachers And Students ◽  
Face To Face Learning

The article is devoted to the study of differences in assessment methods of face-to face and online learning of a foreign language in higher education, in particular, the issue of the effectiveness of the assessment techniques used in different formats. Numerous questions that accompanied foreign language online learning in 2019-2020 and 2020-2021 academic years, as well as contradictory reviews about the assessment methods of students’ knowledge were the prerequisites of the study. The experience demonstrated that online learning differs significantly from face-to-face learning in a number of requirements for teachers and students. The aim of the study is to modify traditional methods of students’ knowledge evaluation and assessment in the form of credits or examinations towards greater independence and objectivity and achieve the autonomy of the assessment process. We carried a survey of students’ opinions on the effectiveness of the forms of assessment adopted at the higher education. Based on the survey results, recommendations are made for improving methods of students’ knowledge assessment system with respect to the educational format. The conclusions made on the basis of data analysis provide a number of changes in the methods of online assessment both in the educational process at higher education and in staff training programs.

scholarly journals STUDY HABITS AND LEARNING STYLES OF VOCATIONAL STUDENTS IN THE EFL LEARNING CONTEXT

2021 ◽  
Vol 9 (1) ◽  
pp. 8-17
Author(s):  
N.K.A. Sudianthi ◽  
M.H. Santosa ◽  
N.L.P.E.S. Dewi
Keyword(s):  
Online Learning ◽  
Learning Styles ◽  
Research Design ◽  
Study Habits ◽  
Vocational Students ◽  
Learning Context ◽  
Face To Face ◽  
Teacher Students ◽  
Efl Students ◽  
Face To Face Learning

This study aimed to identify study habits during the online learning and face to face learning, the dominant learning styles of the students, find out whether there are differences of study habits in online learning and face-to-face learning, the association between learning styles and study habits, and the constraints of EFL students to have good study habits in online learning. The design of the study was embedded mix method research design. The sample of the study was 205 students in Hotel Department in SMKN 4 Denpasar who were chosen randomly. The data were collected by using close-ended and open-ended questionnaires. The result of the study showed that there were differences between study habits in online learning and face-to-face learning. In online learning, students had moderate study habits, while in face-to-face learning they had good study habits. The dominant learning styles were kinaesthetic and there were low associations between learning styles and study habits. The were some constraints to have good study habits from parents, teacher, students and school.

Identifying and Constructively Engaging Learner Resistances in the Online Classroom

2020 ◽  
pp. 67-82
Keyword(s):  
Online Learning ◽  
Review Of The Literature ◽  
Online Classroom ◽  
World Views ◽  
Face To Face ◽  
Personality Differences ◽  
Learning Contexts ◽  
Face To Face Learning

Learner resistances—based on learning frustrations, differing world views, personality differences, political aims, and other challenges—occur in online learning contexts as they do in face-to-face learning ones, but they may be missed by the teachers and even peers given the lack of non-verbal communications and informal contexts when indicators of such resistances may occur. This work addresses what learner resistances are and what causes them based on a review of the literature. Then, this work suggests some ways to identify learner resistances in online learning contexts and constructively engaging such resistances (to affirm learners, address identified issues, and promote learning, while maintaining factuality).

scholarly journals WHEN BLENDED LEARNING IS FORCED IN THE AMID OF COVID-19: WHAT HAPPEN ON EFL LEARNERS’ SPEAKING ANXIETY?

2021 ◽  
Vol 9 (3) ◽  
pp. 305
Author(s):  
Dedi Sumarsono ◽  
Haryadi Haryadi ◽  
Abdul Kadir Bagis
Keyword(s):  
Online Learning ◽  
Blended Learning ◽  
Research Method ◽  
Teaching And Learning ◽  
English Department ◽  
Learning Approach ◽  
Speaking Anxiety ◽  
Student Anxiety ◽  
Efl Learners ◽  
Face To Face

The existence of Covid-19 has forced the migration of the teaching and learning paradigm from face to face interaction to online learning and to the combination of both known as blended learning. Blended learning is believed to provide opportunity for students to interact with each other with anxiety put at the lowest. This research was aimed to know 1) to what extent is the EFL Learners’ anxiety influenced by blended learning approach in this covid-19 pandemic?; 2) What factors contribute to student’ anxiety during Speaking activities in class in the Covid -19 age?. Mix research method was employed in this study as the data was analyzed both quantitatively and qualitatively. This study was conducted at second semester students of English department at Mandalika University of Education. The findings show that most students were anxious when communicating with each other. Factors like lack of confidence and fear of making mistakes, lack of vocabulary, low English proficiency, lack of practice, fear of being unable to follow and understand others were the primary causes of their anxiety.

scholarly journals Analisis Kesulitan Belajar Matematika pada Siswa SMP di Masa Pandemi Covid-19

2021 ◽  
Vol 3 (2) ◽  
pp. 91-95
Author(s):  
Nanang Setiawan ◽  
Putri Nur Azizah ◽  
Vara Erni Yuanita ◽  
Viki Masruroh ◽  
Pebriani Rahmawati ◽  
...  
Keyword(s):  
Online Learning ◽  
Junior High School ◽  
Learning System ◽  
School Level ◽  
High School Level ◽  
Online Questionnaire ◽  
Face To Face ◽  
Face To Face Learning ◽  
Junior High School Level ◽  
Math Problems

The Covid-19 pandemic has had an impact on various fields, one of which is in the field of education. During this pandemic, face-to-face learning in class did not run properly, turning into an online learning system. This study aims to describe students' learning difficulties, especially mathematics at the junior high school level during the pandemic. The type of research used is descriptive qualitative. The instrument used is an online questionnaire. The conclusion of this study is that most students use WhatsApp as an online learning medium. The most common obstacles experienced by students during online learning are due to the lack of internet network constraints in some student places and internet quotas. In addition, mathematics also becomes its own difficulties and challenges for students when learning online due to several factors, namely: (1) too many math problems are given, (2) limited space for interaction with teachers, (3) abstract objects studied, (4 ) too many formulas.

scholarly journals Learners’ Willingness to Communicate in a Foreign Language: The Role of Informal Digital Learning of English

2021 ◽  
Vol 1 (2) ◽  
pp. 125-133
Author(s):  
Arif Nugroho
Keyword(s):  
Foreign Language ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Demographic Data ◽  
Willingness To Communicate ◽  
Hierarchical Regression ◽  
Digital Learning ◽  
Online Questionnaire ◽  
Efl Learners

The trend of online teaching and learning in the age of the COVID-19 pandemic has driven contemporary students to learn English in an informal context outside the classroom. Drawing on this issue, the present study is at the cutting edge of examining the role of Informal Digital Learning of English (IDLE) in affecting students’ willingness to communicate in a foreign language. A total of 156 (male=63; female=93) Indonesian EFL students participated in survey research upon invitation.  The data are obtained by means of an online questionnaire consisting of three parts: (1) willingness to communicate, (2) IDLE, and (3) demographic data. The hierarchical regression analysis results reveal that Frequency of IDLE, Receptive IDLE activity, and Productive IDLE activity are the positive predictors of EFL learners’ willingness to communicate in English as a foreign language. The results indicate that the Indonesian EFL learners are motivated to communicate in English when engaging in a range of IDLE activities. In other words, it is implied that IDLE activities (both productive and receptive) potentially build the communication behavior of Indonesian EFL learners, who learn English as a foreign language and possess a culturally homogeneous society. 

scholarly journals Students’ perception of online learning during the COVID-19 pandemic: a survey study of Polish medical students

2020 ◽  
Author(s):  
Michał Bączek ◽  
Michalina Zagańczyk-Bączek ◽  
Monika Szpringer ◽  
Andrzej Jaroszyński ◽  
Beata Wożakowska-Kapłon
Keyword(s):  
Online Learning ◽  
Medical Students ◽  
Survey Study ◽  
Successful Implementation ◽  
Online Questionnaire ◽  
Technical Problems ◽  
Electronic Learning ◽  
Face To Face ◽  
E Learning ◽  
Face To Face Learning

Abstract Background The COVID-19 pandemic has disrupted teaching in a variety of institutions, especially in medical schools. Electronic learning (e-learning) became the core method of teaching the curriculum during the pandemic. After eight weeks of only online learning, a survey was conducted to investigate perception of this type of learning amongst medical students.Methods A survey was conducted by distributing an online questionnaire to Polish medical students. Data gathered from the survey was analyzed with routine statistical software.Results 804 students answered the questionnaire. According to respondents’ answers, the main advantages of online learning were the ability to stay at home (69%), continuous access to online materials (69%), learning at your own pace (64%), and comfortable surroundings (54%). The majority of respondents chose lack of interactions with patients (70%) and technical problems with IT equipment (54%) as the main disadvantages. There was no statistical difference between face-to-face and online learning in terms of opinions on the ability of the learning method to increase knowledge (p=.46). E-learning was considered less effective than face-to-face learning in terms of increasing skills (p<.001) and social competences (p<.001). Students assessed that they were less active during online classes compared to traditional classes (p<.001). E-learning was rated as enjoyable by 73% of respondents.Conclusions E-learning is a powerful tool for teaching medical students. However, successful implementation of online learning into the curriculum requires a well thought-out strategy and a more active approach.

scholarly journals Students’ and lecturers’ perspective on the implementation of online learning in dental education due to SARS-CoV-2 (COVID-19): a cross-sectional study

2020 ◽  
Vol 20 (1) ◽  
Author(s):  
Maximiliane Amelie Schlenz ◽  
Alexander Schmidt ◽  
Bernd Wöstmann ◽  
Nobert Krämer ◽  
Nelly Schulz-Weidner
Keyword(s):  
Online Learning ◽  
Online Teaching ◽  
Cross Sectional Study ◽  
Knowledge Gain ◽  
Online Questionnaire ◽  
Cross Sectional ◽  
Face To Face ◽  
Significant Difference ◽  
The Future ◽  
Face To Face Learning

Abstract Background On account of physical distancing measures, universities worldwide are strongly affected by SARS-CoV-2 (COVID-19). Thus, the dental school of Justus-Liebig-University Giessen (Germany) transferred the established “face-to-face” learning to online learning in the spring term 2020. The aim of this study was to assess the students’ and lecturers’ perspectives on the implementation of online learning due to COVID-19, using a questionnaire survey. Methods After the online period, all students and lecturers were asked to fill out an online questionnaire containing evaluative statements regarding handling, didactic benefit, motivation, and overall assessment. Furthermore, the questionnaire for lecturers contained additional aspects regarding knowledge gain in terms of providing online learning. Besides that, students and lecturers were asked for the amount of online learning in the future curriculum (independent of COVID-19). Data were subjected to regression analysis and T-test (p < .05). Results 36.8% of students preferred “face-to-face” learning instead of sole online learning. An increase of know how concerning online teaching was observable for lecturers. Both, students and lecturers, want to keep up with online courses in the future curriculum. However, in terms of the optimal amount of online learning a significant difference between students’ and lecturers’ perspective was observed. While students suggested 53.2% (24.9) (mean (standard deviation)) lecturers only stated 38.6% (21.5). Conclusions Within the limitation of this study, students’ and lecturers’ showed a predominantly positive perspective on the implementation of online learning, providing the chance to use online learning even beyond COVID-19 in the future curriculum.

scholarly journals Kajian Kritis Penggunaan Aplikasi Tele-Conference Zoom dalam Perkuliahan Online Selama Masa Tanggap COVID-19

2020 ◽  
Vol 1 (2) ◽  
pp. 89-102
Author(s):  
Aulia Nur Rasyid ◽  
Syarifatul Amaliyah ◽  
Amaliya Islami Nurlaili
Keyword(s):  
Online Learning ◽  
Educational Institutions ◽  
Online Questionnaire ◽  
Face To Face ◽  
Offline Learning ◽  
The Face ◽  
Survey Results ◽  
Audio Conferencing ◽  
Video And Audio ◽  
Face To Face Learning

Pembelajaran daring merupakan cara yang dapat dilakukan oleh instansi pendidikan pada masa pandemi COVID-19. Pembelajaran daring telah mengubah wajah pendidikan di Indonesia yang semula pembelajaran secara offline atau pembelajaran tatap muka langsung menjadi online. Banyak aplikasi yang dapat digunakan untuk memudahkan pembelajaran, seperti aplikasi teleconference zoom yang marak dipakai oleh para dosen dan mahasiswa. Teleconference Zoom merupakan Platfrom Cloud yang menawarkan visual secara video dan audio conferencing, chat, dan webinar. Penulisan ini bertujuan untuk mendeskripsikan reaksi mahasiswa dalam menanggapi pembelajaran jarak jauh (PJJ) melalui Aplikasi Zoom. Metode yang digunakan dalam penulisan ini menggunakan pendekatan fenomenologis. Kepenulisan artikel ini merujuk pada Hasil observasi yang menggambarkan fenomena pembelajaran aktif dengan menggunakan Zoom dalam perspektif mahasiswa selama masa tanggap COVID-19. Oleh karena itu, aplikasi teleconference zoom sangat disarankan bagi pengajar untuk memaksimalkan pembelajaran jarak jauh. Kata Kunci: Analisis kritis, Teleconference, Zoom Cloud Online learning is the only way that educational institutions can do during the Covid-19 pandemic. Online learning has changed the face of education in Indonesia, which was originally offline learning or face-to-face learning directly online. Many applications can be used to facilitate learning, such as the zoom teleconference application which is widely used by lecturers and students. Teleconference Zoom is a Cloud Platform that offers visual video and audio conferencing, chat and webinars. This writing aims to describe how the use of the Zoom Application among students and how students respond to learning through the Zoom Application. The method used in this paper is through an online questionnaire collection survey. Survey results show that learning using teleconferences is very effective and helpful during social distancing. Keywords: Critical Analysis, Online Learning, Zoom Teleconference.

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