Antecedents and effects of students’ enjoyment and boredom in synchronous online English courses

Apridayani, Aisah; Waluyo, Budi

doi:10.1080/01434632.2022.2152457

Cited by 7 publications

(2 citation statements)

References 45 publications

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“…Studies employing different types of samples may or may not yield similar results. The students in the study were taught by foreigners who may have had different situations than those who studied English with local teachers [ [72] , [73] , [74] , [75] ]. Finally, although qualitative data was used, it appears that qualitative data gathered through interviews would be more insightful and thorough.…”

Section: Conclusion and Limitationsmentioning

confidence: 99%

Understanding students’ self-regulated learning and anxiety in online English courses in higher education

Apridayani

Han

Waluyo

2023

Heliyon

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Section: Conclusion and Limitationsmentioning

confidence: 99%

Understanding students’ self-regulated learning and anxiety in online English courses in higher education

Apridayani

Han

Waluyo

2023

Heliyon

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“…This approach has shown promise in enhancing learning experiences, particularly for students with low proficiency levels and in test-oriented scenarios [14,15]. Through gamified learning, featuring elements like online quizzes, leaderboards, memes, and rankings, this study is aimed at addressing key factors crucial to foreign language learning success: enjoyment, anxiety, and motivation [16][17][18]. Additionally, this study contributes to the limited empirical research on the impact of gamified learning in TOEFL preparation, with the potential to offer significant insights for both academic institutions and students facing high stakes in English proficiency assessments [19].…”

Section: Introductionmentioning

confidence: 99%

Enhancing TOEFL Performance and Student Motivation through Integrated Flipped and Gamified Learning in Online Settings

Arsyad,

Waluyo,

Maisarah

2024

Human Behavior and Emerging Technologies

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In the evolving landscape of education, the integration of flipped and gamified learning into online English courses has remained a complex and underexplored terrain. To address this knowledge gap, our study designed and implemented an innovative hybrid pedagogical model, seamlessly blending flipped and gamified learning principles into the context of online TOEFL (Test of English as a Foreign Language) instruction. The study, conducted within a public university in Bengkulu Province, Indonesia, included 27 carefully selected research participants (11.1% male, 88.9% female) from a population of 80 third-year undergraduate English majors, employing purposive convenient sampling techniques to ensure diversity representation. Our comprehensive data collection encompassed pre- and post-TOEFL assessments, surveys, and reflective essays, with qualitative data subjected to thematic analysis and quantitative data analyzed through descriptive statistics, nonparametric Wilcoxon rank tests, and Spearman’s correlation analysis. The results unveiled a multifaceted landscape, showing improvements in student enjoyment and motivation alongside increased anxiety. However, the intervention demonstrated significant enhancements in TOEFL listening, reading, and overall scores, although structure and written expression remained largely unchanged. Intriguingly, while heightened enjoyment correlated with increased motivation, emotional variables displayed no significant correlation with TOEFL posttest scores. These findings carry profound implications for TOEFL preparation, student motivation, and the management of classroom diversity in online learning settings.

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The Mediating Role of Positive Events in Language Learners’ Social Anxiety, Positive Emotions, and Emotion Suppression in a Technology-Enhanced Learning Environment

2024

Asia-Pacific Edu Res

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Antecedents and effects of students’ enjoyment and boredom in synchronous online English courses

Cited by 7 publications

References 45 publications

Understanding students’ self-regulated learning and anxiety in online English courses in higher education

Understanding students’ self-regulated learning and anxiety in online English courses in higher education

Enhancing TOEFL Performance and Student Motivation through Integrated Flipped and Gamified Learning in Online Settings

The Mediating Role of Positive Events in Language Learners’ Social Anxiety, Positive Emotions, and Emotion Suppression in a Technology-Enhanced Learning Environment

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