Learner Autonomy in EFL Online Classes in Indonesia: Students’ Voices

While learner autonomy has proved to be one of the determinants of successful language learning, little has been scrutinized when implemented in EFL online learning settings. This study aimed to investigate learner autonomy in English as a Foreign Language (EFL) online classes as viewed from the students’ standpoints. Through a mixed-method approach, the researchers collected data both quantitatively and qualitatively using questionnaires and interviews. As many as 513 students from 8 universities across Indonesia filled out the questionnaires, and 10 of them were interviewed to corroborate the findings. The quantitative data were converted into percentages, while the qualitative ones were analyzed using content analysis by categorizing them into themes, coding, and evaluating to find connections. The findings show that most students (80.5%) had positive attitudes towards their autonomy during English online learning, as indicated in their motivation to be self-reliant. Even so, this positive attitude did not imply satisfactory learning outcomes, for there were only 18.5% of the students who got an A in their English course. To make learner autonomy impact achievement, lecturers could take pedagogical measures, such as encouraging peer-tutoring, selecting interesting and easy-to-use online learning platforms, and implementing the Project-Based Learning model. These findings imply that teachers should be more thoughtful in selecting learning activities and settings that could stimulate the development of learner autonomy.

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A Promoting EFL Learners’ Linguistic Competence via Videogame Play-Trace Effects: An Empirical Study

Journal of Raparin University ◽

10.26750/vol(6).no(1).paper5 ◽

2019 ◽

Vol 6 (1) ◽

pp. 56-72

Author(s):

Rozhgar Jalal Khidhir ◽

Hussein Ali Wali

Keyword(s):

Foreign Language ◽

Language Learning ◽

Mixed Method ◽

English Language ◽

Linguistic Competence ◽

Independent Learning ◽

Efl Learners ◽

Frequent Use ◽

The University ◽

Method Approach

The current study is an experimental digital game-based (DGBL) endeavor which tackles potential educational issues beyond the frequent use of games, language learning potentials in particular. It has used a mixed method approach, i.e., quantitative and qualitative. The study aims at exploring the practical effects of videogame play, Trace Effect, on improving the players’ linguistic competence. It is hypothesized that (playing videogame cannot create any difference of performance between groups of subject matters for improving English language learning. The study has concluded the followings; overall inferential statistics confirmed that playing videogame can effectively get into the improvement process of teaching English as a foreign language to the university students. On the other hand, playing the videogame, Trace Effects, has formed the solely major cause of improvement and learning in the following domains, creating friendly fascinating atmosphere, upgrading technological skills, increasing motivation towards learning, making use of homework as a form of external extensive activity, forming semi-independent learning, and practicing and virtual reality of the second/foreign language’s culture.

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Saudi EFL Teachers’ Perspectives on Learner Autonomy

International Journal of Linguistics ◽

10.5296/ijl.v9i5.11918 ◽

2017 ◽

Vol 9 (5) ◽

pp. 211 ◽

Cited By ~ 1

Author(s):

Fakieh Alrabai

Keyword(s):

Foreign Language ◽

Language Learning ◽

Foreign Language Learning ◽

Learner Autonomy ◽

Related Factors ◽

Teachers Beliefs ◽

Efl Teachers ◽

Teachers Perspectives ◽

Frequency Counts ◽

Method Approach

This paper reports the findings of a study that investigated the perceptions on learner autonomy of 136 English teachers in Saudi Arabia. Using a mixed-method approach that utilized a survey and an interview, teachers’ beliefs were explored considering their interpretations of the concept of learner autonomy and its role in foreign language learning, the sense of responsibility that those teachers have in helping their learners become autonomous, the extent to which they feel that their learners are autonomous, and the challenges that they face in promoting their learners’ autonomy. Descriptive statistics (i.e., frequency counts and percentages) were calculated to determine the study findings. These findings revealed that the teachers in this study conceptualized the construct of learner autonomy according to four main orientations: technical, psychological, social, and political; the teachers’ notions of learner autonomy were most strongly associated with the psychological orientation. These teachers also emphasized that they were responsible for their students’ learning, and they perceived their students as passive, dependent and lacking initiative. They further identified several factors related to the learner, the institution, and the teacher as barriers that challenge them in their facilitation of learner autonomy, with some Saudi learner-related factors being the teachers’ main challenges in this regard.

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Peer feedback to facilitate project-based learning in an online environment

The International Review of Research in Open and Distributed Learning ◽

10.19173/irrodl.v14i5.1524 ◽

2013 ◽

Vol 14 (5) ◽

Cited By ~ 5

Author(s):

Yu-Hui Ching ◽

Yu-Chang Hsu

Keyword(s):

Online Learning ◽

Graduate Students ◽

Learning Environment ◽

Mixed Method ◽

Peer Feedback ◽

Project Based Learning ◽

Online Learning Environment ◽

Online Environment ◽

Online Instructional Design ◽

Method Approach

There has been limited research examining the pedagogical benefits of peer feedback for facilitating project-based learning in an online environment. Using a mixed method approach, this paper examines graduate students’ participation and perceptions of peer feedback activity that supports project-based learning in an online instructional design course. Our findings indicate that peer feedback can be implemented in an online learning environment to effectively support project-based learning. Students actively participated in the peer feedback activity and responded positively about how the peer feedback activity facilitated their project-based learning experiences. The results of content analysis exploring the peer feedback reveal that learners were mostly supportive of peers’ work and they frequently asked questions to help advance their peers’ thinking. The implications and challenges of implementing peer feedback activity in an online learning environment are discussed.

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Promoting Learner Autonomy and Enhancing Student Performance in Foreign Language Learning Through Online Learning Platform

Advances in Intelligent Systems and Computing - The Impact of the 4th Industrial Revolution on Engineering Education ◽

10.1007/978-3-030-40271-6_62 ◽

2020 ◽

pp. 631-642

Author(s):

Neelakshi Chandrasena Premawardhena

Keyword(s):

Online Learning ◽

Foreign Language ◽

Language Learning ◽

Student Performance ◽

Foreign Language Learning ◽

Learner Autonomy ◽

Learning Platform

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Online Learning Platforms for Teaching Indonesian to Foreign Speakers

KnE Social Sciences ◽

10.18502/kss.v5i3.8543 ◽

2021 ◽

Author(s):

. Muzdalifah ◽

Editia Herningtias

Keyword(s):

Online Learning ◽

Language Learning ◽

Classroom Teaching ◽

Online Classes ◽

Study Materials ◽

Speaking Proficiency ◽

Learning Platform ◽

Learning Platforms ◽

Foreign Speakers ◽

Speaking Skills

The COVID-19 pandemic has had a massive impact on various areas of life, one of them being education. The enactment of regional restrictions made BIPA teachers in Indonesia shift from normal classroom teaching to virtual online classes. BIPA teachers now use different learning platforms to convey study materials or learning objectives to their students. Thus, technology has become a bridge between students and teachers not just in Indonesia but also for those from different parts of the world who are interested in learning Indonesian. One of the proficiency classes that require alternative learning platforms is the speaking proficiency class. In learning speaking skills, texts are not only presented in audio form but also as videos. Both forms require variations in the learning platform. Therefore, this research was conducted to describe the online learning platforms utilized by BIPA teachers, especially concerning their speaking skills where audio and video texts are included. Technology integration from various BIPA learning platforms is carried out based on the considerations concerning the heutagogical approach by treating BIPA students as adults who have autonomy in language learning. Keywords: learning platform, BIPA online, speaking skills

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Indonesian Polyglots: Lived Experiences of Adults Learning Languages Online and Beyond the Classroom

The Qualitative Report ◽

10.46743/2160-3715/2021.4555 ◽

2021 ◽

Author(s):

Noprival Noprival ◽

Zainal Rafli ◽

Nuruddin Nuruddin ◽

Dustin De Felice

Keyword(s):

Online Learning ◽

Adult Learners ◽

Language Learning ◽

Lived Experience ◽

Language Learner ◽

Foreign Languages ◽

Online Learning Environment ◽

Positive Attitudes ◽

Learning Platforms ◽

Interactive Resources

Learning languages independently can be more accessible in today’s online environment. Polyglots, who are speakers of more than three languages, take advantage of this online learning environment to learn even more languages in Indonesia. Using transcendental phenomenology, the researchers interviewed these adult learners on their lived experience with online platforms for learning languages not traditionally spoken or used in daily life in Indonesia. Researchers found that the polyglots reported learning many foreign languages through interactive resources, receptive resources, social media, and authentic resources. Importantly, they held positive attitudes towards online learning platforms and their experiences left them with feelings of helpfulness, enjoyability, even bravery. In many cases, these polyglots often used freely available online resources to learn their foreign languages successfully. Implications include the idea that their language learner experience coupled with online opportunities can lead to successful language learning experiences.

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EXPLORING EXPECTANCY THEORY AS MOTIVATION FOR LEARNING FRENCH AS A FOREIGN LANGUAGE ACROSS GENDER

European Journal of Foreign Language Teaching ◽

10.46827/ejfl.v5i5.3946 ◽

2021 ◽

Vol 5 (5) ◽

Author(s):

Omrah Hassan @ Hussin ◽

Noor Hanim Rahmat ◽

Saidah Ismail ◽

Nor Azhar Mohd Taib

Keyword(s):

Online Learning ◽

Foreign Language ◽

Language Learning ◽

Expectancy Theory ◽

Language Teachers ◽

Online Classes ◽

Face To Face ◽

Online Language Learning ◽

Motivation For Learning ◽

Face To Face Learning

Previously many language teachers feared that online learning may not give the same impact that it had for face-to-face learning. Nevertheless, now, online learning has become a new norm. More studies on online language learning have emerged. Past studies have shown that the success (or failure) of online classes is the strength of the engagement that took place during the online sessions. This study is done to see if there are gender differences in the learning of a foreign language; French; specifically in terms of Valence, instrumentality, expectancy. French as a foreign language across gender. The instrument used is a survey with four sections. Section A looks at the demographic profile, Section B looks at Valence, Section C looks at Instrumentality and Section D looks at Expectancy. A total of 170 learners responded to the survey. 44 of them were male learners, while 126 were female. Findings revealed variations in gender motivation and perceptions of online language learning. Article visualizations:<img src="/-counters-/edu_01/0876/a.php" alt="Hit counter" />

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THE ADVANTAGES OF PROMOTING LEARNERS’ AUTONOMY IN EFL CONTEXT

Globish: An English-Indonesian Journal for English, Education, and Culture ◽

10.31000/globish.v7i1.845 ◽

2018 ◽

Vol 7 (2) ◽

Author(s):

Hapsari Dwi Kartika

Keyword(s):

Foreign Language ◽

Language Learning ◽

Teaching And Learning ◽

Learner Autonomy ◽

Language Learner ◽

Autonomous Learning ◽

English Teaching ◽

Efl Context ◽

Definition Of ◽

Students Success

This paper explains why learner autonomy is taken into account in language learning where English is a foreign language for the learners particularly in Indonesia. The definition of learner autonomy and its advantages to language learner in EFL contexts will be described within this paper. Many scholars from psychological education and English teaching and learning had proved that language learning can be improved by certain strategy. They revealed the correlation between the autonomous learning with students’ success in learning with different aspect. The definition of autonomy is similar to many different words such as self-regulated and self-determined. Finally, the writer suggests how teacher can promote the autonomous learning atmosphere in the classroom.Keywords: strategy, promoting autonomy, EFL context, Indonesia

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An Interview with Sarah Mercer on Language Learner and Teacher Well-Being

Relay Journal ◽

10.37237/relay/020219 ◽

2019 ◽

pp. 459-463

Author(s):

Sam Morris ◽

Sarah Mercer

Keyword(s):

Positive Psychology ◽

Foreign Language ◽

Language Learning ◽

Well Being ◽

Learner Autonomy ◽

Foreign Language Teaching ◽

Language Learner ◽

Language Teacher ◽

New Directions ◽

The University

In our June 2019 LAB session on Teacher/Advisor Education for Learner Autonomy, our featured interview was conducted with Sarah Mercer, Professor of Foreign Language Teaching and Head of ELT at the University of Graz, Austria. Sarah has published a wealth of papers in the field of language and teacher psychology, and co-edited many books including, most recently, New Directions in Language Learning Psychology (2016), Positive Psychology in SLA (2016), and Language Teacher Psychology (2018). Sarah was awarded the 2018 Robert C. Gardner Award for Outstanding Research in Bilingualism in recognition of her work. We were delighted that she was able to share her knowledge on the topic of language learner and teacher well-being with us during the session.

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An Attitudinal Study of English as a Foreign Language in Sukkur Sindh Pakistan

Journal of Education and Educational Development ◽

10.22555/joeed.v5i1.1573 ◽

2018 ◽

Vol 5 (1) ◽

pp. 123

Author(s):

Ashfaque Hussain Soomro ◽

Zaheer Ahmed Bango ◽

Imran Khan Mahesar

Keyword(s):

Foreign Language ◽

Language Learning ◽

English Language ◽

Formal Education ◽

Age Groups ◽

Foreign Language Learning ◽

Target Population ◽

Learning Attitudes ◽

Positive Attitudes ◽

Complex Process

Foreign language learning is a complex process and is influenced by various factors. The attitude of students towards language learning is a major decisive factor in this process; therefore, the current study was carried out to explore this phenomenon. The students of English Works Program Sukkur, Sindh, Pakistan were the target population for the current study. The said program was initiated by a Karachi based organization which enrolled fifty students for a 240 hours certificate course in English language. The students already had some formal education ranging from Intermediate to Masters level and belonged to different age groups. The aim of this quantitative study was to investigate their language learning attitudes from three aspects: behavioral, cognitive and emotional. For data collection purposes, a questionnaire comprising 30 closed-ended items was adapted from Eshghinejad, (2016), Boonrangsri, Chuaymankhong, Rermyindee, & Vongchittpinyo, (2004) and Gardner (1985). This was followed by descriptive and inferential statistical analysis by using independent sample t-test (SPSS-22). The results show that the students have positive attitudes towards learning English as a foreign language.

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