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

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

Langkawi Journal of The Association for Arabic and English ◽

10.31332/lkw.v7i1.2637 ◽

2021 ◽

Vol 7 (1) ◽

pp. 119

Author(s):

Rolisda Yosintha ◽

Sukma Shinta Yunianti

Keyword(s):

Online Learning ◽

Foreign Language ◽

Language Learning ◽

Mixed Method ◽

Learner Autonomy ◽

Project Based Learning ◽

Online Classes ◽

Positive Attitudes ◽

Learning Platforms ◽

Method Approach

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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Harnessing the Tiger of Emerging E-Learning Platforms

Handbook of Research on Program Development and Assessment Methodologies in K-20 Education - Advances in Educational Technologies and Instructional Design ◽

10.4018/978-1-5225-3132-6.ch008 ◽

2018 ◽

pp. 147-170

Author(s):

Theresa Neimann ◽

Victor X. Wang

Keyword(s):

Online Learning ◽

Adult Learners ◽

Online Education ◽

New Technology ◽

Program Completion ◽

Future Technology ◽

E Learning ◽

Learning Platforms ◽

Key Drivers ◽

The Relationship

This chapter explores the evolution of E-learning, defines many E-platforms and discusses the relationship between contemporary Andragogical practices, and future technology trends, which key drivers for the implementation of new technology, play a significant role. This chapter argues that online education (E-learning) has the potential for greater access and advancement of knowledge for learners across their life spans than the traditional four walled classroom. The purpose of this chapter argues how we can rely on practice and research to harness the untapped potential of increasingly diverse modalities of online education. Some of the major issues revolving around online education and adult learners in the 21 Century include: processes of learning prevalent in E-learning platforms, issues concerning policy, access and program completion, barriers to online learning adoption for adult learners and assessment of online learning in the context for the 21st Century.

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Harnessing the Tiger of Emerging E-Learning Platforms

Research Anthology on Developing Effective Online Learning Courses ◽

10.4018/978-1-7998-8047-9.ch003 ◽

2021 ◽

pp. 29-52

Author(s):

Theresa Neimann ◽

Victor X. Wang

Keyword(s):

Online Learning ◽

Adult Learners ◽

Online Education ◽

New Technology ◽

Program Completion ◽

Future Technology ◽

E Learning ◽

Learning Platforms ◽

Key Drivers ◽

The Relationship

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Why don’t “real men” learn languages? Masculinity threat and gender ideology suppress men’s language learning motivation

Group Processes & Intergroup Relations ◽

10.1177/1368430219835025 ◽

2019 ◽

Vol 23 (2) ◽

pp. 301-318 ◽

Cited By ~ 2

Author(s):

Kathryn Everhart Chaffee ◽

Nigel Mantou Lou ◽

Kimberly A. Noels ◽

Joshua W. Katz

Keyword(s):

Foreign Language ◽

Language Learning ◽

Gender Ideology ◽

Foreign Language Learning ◽

Past Research ◽

Foreign Languages ◽

Gender Ideologies ◽

Positive Attitudes ◽

Masculinity Threat ◽

Traditional Masculinity

Large gender disparities in participation still exist across many university subjects and career fields, but few studies have examined factors that account for gender gaps in female-dominated disciplines. We examine one possible cause: threatened masculinity among men who hold traditional gender ideologies. Past research has linked endorsement of traditional gender ideologies to gender-stereotypical occupational choices, and threats to masculinity can lead men to distance themselves from femininity. After confirming that 1,672 undergraduates stereotyped language learning as feminine, we applied a masculinity threat manipulation to investigate 182 men’s disinterest in studying foreign languages, a female-dominated university subject. Men with traditional masculinity ideologies reported less interest in foreign language study and less positive attitudes towards foreign languages following masculinity threat, compared to men whose masculinity was affirmed or who held less traditional masculinity beliefs. Traditional masculine gender roles may lead some men to avoid feminine-typed domains, such as foreign language learning.

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Language Learner Strategies with Technology

Journal of Educational Computing Research ◽

10.2190/vltu-ccxf-nfyl-277h ◽

2000 ◽

Vol 22 (3) ◽

pp. 285-322 ◽

Cited By ~ 9

Author(s):

Helen Ulitsky

Keyword(s):

Adult Learners ◽

Learning Strategies ◽

Language Learners ◽

Strategy Use ◽

Language Learner ◽

Foreign Languages ◽

Multimedia Environment ◽

Learner Strategies ◽

Language Learner Strategies ◽

Experienced Adult

This study examines use of learning strategies by experienced adult learners of foreign languages. The goal was to determine how these exemplary language learners engage a multimedia environment, what strategies they employ, and how insights on strategy use can be useful for learners and teachers.

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Attitudes toward Learning English and Procrastination in Students from a Private Institution Specialized in Foreign Languages in the City of Lima-Peru

Revista Colombiana de Psicología ◽

10.15446/rcp.v30n2.83678 ◽

2021 ◽

Vol 30 (2) ◽

pp. 27-39

Author(s):

Román Jesús Marquina Luján ◽

Edson Jorge Huaire Inacio ◽

Victor Eduardo Horna Calderón ◽

Roger Maurice Villamar Romero ◽

Aakash Kishnani García

Keyword(s):

Language Learning ◽

English Language ◽

Foreign Languages ◽

Negative Consequences ◽

Private Institution ◽

Academic Level ◽

Attitudes Toward Learning ◽

Positive Attitudes ◽

The City ◽

Learning English

The current study has as its objective to analyze the relationship between students’ attitude towards learning English and the procrastinating behavior at the academic level. Attitudes strengthen people’s motivation to learn a foreign language (Delfín, 2007), and procrastination, which involves unjustified delaying of activities, causes negative consequences in completing academic tasks postponement of responsibilities (Rodríguez & Clariana, 2017). The design was correlational, and the sample consisted of 55 students learning English. The instruments were the Attitudes towards English language learning questionnaire and the academic procrastination questionnaire. According to the results, evidence shows that there is a positive median relationship between the variables, leading us to conclude that despite having positive attitudes towards learning English, procrastinating behavior does not diminish. The results of this study could be utilized in bilingual programs, or those could also be utilized to implement curricula in language programs at schools or universities. The idea is that higher education institutions include, as mandatory, the instruction of English as a global language. How to cite this article: Marquina Luján, R. J., Huaire Inacio, E. J., Horna Calderón, V. E., Villamar Romero, R. M., & Kishnani García, A. (2021). Attitudes toward Learning English and Procrastination in Students from a Private Institution Specialized in Foreign Languages in the City of Lima-Peru. Revista Colombiana de Psicología, 30(2), 27-39. https://doi.org/10.15446/rcp.v30n2.83678

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The Efficiency of Online Learning Environment for Implementing Project-Based Learning: Students' Perceptions

International Journal of Higher Education ◽

10.5430/ijhe.v9n5p76 ◽

2020 ◽

Vol 9 (5) ◽

pp. 76

Author(s):

Atef Mohammad Abuhmaid

Keyword(s):

Online Learning ◽

Learning Environment ◽

Teaching And Learning ◽

Teaching Method ◽

Project Based Learning ◽

Control Group ◽

Online Learning Environment ◽

Positive Attitudes ◽

Strongly Agree ◽

The Impact

Project-based learning is gaining increasing popularity supported by research studies regarding its effectiveness for teaching and learning. In addition, the widespread of digital technologies and sudden disruptions to traditional in-person teaching have accelerated the adoption of online learning. The current study examined students' perceptions of the impact of online learning environment on project-based teaching method. Most universities worldwide have considered online learning encouraging their faculty to use online learning tools, and Hashemite University in Jordan is no exeption. 154 students studying Computers in Education course were selected during the first semester of the academic year 2019/2020 and were devided into two groups. The experimental group consisted of 75 students who studied the course online and 79 students in the control group who studied the course in a face-to-face mode. For the purpose of gathering data, a questionnaire was developed which consisted of 17 items and students' answers were on a four-point Likert scale: 4= strongly agree, 3= agree, 2= disagree, and 1= strongly disagree. Means, standard deviations, and One-Way ANOVA were used to analyze the data. The results of the study showed positive attitudes among students (both online and in-class) toward project-based learning. In addition, the results showed that in-class students had a stronger views of project based-learning than online learning students.

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Evaluating TESL Students’ Beliefs about Foreign Language Learning

International Journal of English Linguistics ◽

10.5539/ijel.v7n6p228 ◽

2017 ◽

Vol 7 (6) ◽

pp. 228

Author(s):

Zailani Jusoh

Keyword(s):

Adult Learners ◽

Foreign Language ◽

Language Learning ◽

Student Teachers ◽

Foreign Language Learning ◽

Public University ◽

Foreign Languages ◽

Statistical Techniques ◽

One Way Anova ◽

Primary Instrument

Learning a foreign language is a monumental undertaking for many adult learners. This study was conducted to mainly explore university students’ beliefs about foreign language learning. It was also to investigate whether differences in their beliefs were present among different foreign languages. Students, pursuing diploma in TESL in a public university in Malaysia, were chosen as respondents. An instrument, BALLI, which is a measure of students’ beliefs about language learning was the primary instrument for data collection. Since this is a quantitative study, statistical techniques namely descriptive and a one-way ANOVA were employed. Findings indicate that generally, the beliefs held by the student teachers are positive. Nonetheless, significant differences in the beliefs were noted among the foreign languages. The findings have a number of pedagogical implications. One of which is the importance of instilling realistic beliefs among students in learning foreign languages.

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MICROSOFT TEAMS AS A TOOL FOR FOREIGN LANGUAGE STUDY AT UNIVERSITY

Pedagogical Review ◽

10.23951/2307-6127-2021-4-108-116 ◽

2021 ◽

pp. 108-116

Author(s):

Елена Александровна Морквина ◽

Елена Александровна Логинова

Keyword(s):

Online Learning ◽

Foreign Language ◽

Language Learning ◽

Teaching And Learning ◽

Foreign Language Learning ◽

Foreign Languages ◽

Main Task ◽

Foreign Language Study ◽

Authentic Environment ◽

Materials Used

Рассматривается понятие и принципы дистанционного обучения. Определяется значение интернет-технологий для изучения иностранного языка. Характеризуются функциональные возможности онлайн-платформы Microsoft Teams. На основе анкетных данных анализируется опыт дистанционного обучения в Тюменском государственном университете в рамках дисциплины «Иностранный язык» на базе MS Teams. Проводится соотношение между инструментами MS Teams и параметрами занятия по иностранному языку. Определяются значимые для изучения иностранного языка функции платформы, а также возникающие трудности. This paper presents the concept, principles of distance education and its relationship with the terms online-learning and e-learning. The author determines the importance of Internet technologies for foreign language learning and the formation of foreign language communicative (often professionally oriented) competence as the main task of this subject. The article gives the reflections of the functionality of the Microsoft Teams online platform to create a unique online learning environment. The issue is addressed by analyzing the survey data on learning foreign languages online via the MS Teams at the University of Tyumen. The specific objective of the study is to juxtapose the MS Teams tools with the parameters of organizing classes in foreign languages such as interactivity, multimedia, the implementation of the learner-centered approach, the teaching and learning materials used, teaching methods and forms, the creation of an authentic environment and the formation of various types of speech activity. In addition, the study defines the most significant MS Teams functions, in particular, storing educational materials, having feedback, video communication (online-meetings), working in teams and channels, MS Teams tests, working with co-editing files etc. The author identifies the difficulties that arise (namely technical, psychological, physiological, methodological difficulties and problems in perceiving information), their possible causes and ways to overcome them. The article ends with conclusions on how MS Teams integrates into the foreign languages learning process.

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Online Learning During the Covid-19 Pandemic: How has this new situation affected students’ oral communication skills?

Journal of language and Education ◽

10.17323/jle.2021.11940 ◽

2021 ◽

Vol 7 (4) ◽

pp. 30-41

Author(s):

Elena Alcalde Peñalver ◽

Jesús García Laborda

Keyword(s):

Online Learning ◽

Learning Environment ◽

Language Learning ◽

Communication Skills ◽

English Language ◽

Oral Communication ◽

Online Learning Environment ◽

Technical Problems ◽

Level Of Satisfaction ◽

New Situation

Employing technology has become imperative to accelerate learning efforts and offer methods to enhance interactions between learners, and among learners and tutors. In this paper, we investigate the difficulties faced by learners in learning virtually and, specifically, in English language learning, with a focus on oral communication skills. Research questions of this study are related to the main difficulties that students face to enhance their English oral communication skills. The tools and methodologies that worked best for them for this purpose are also in focus. In the literature we present a review of pertinent studies connected with learning responses in the COVID-19 period and those specifically related to the topic of our study. The methodology used for the study was an exploratory survey research design using a questionnaire to collect the necessary data for our research. Results showed that students highlighted technical problems as some of the main challenges, as well as not feeling completely comfortable in the online learning environment due to the lack of real communication, which also had an impact in the perception of their progress. They also found group video or audio calls to be the most useful tool for communication purposes. The results of this preliminary study are relevant to educational developers and policymakers. They give an understanding of aspects to be considered to improve the efficacy of learners’ when it comes to enhancing their English communication skills, such as difficulties regarding interaction or level of satisfaction in an online learning environment.

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