Channeling assessments in English language learning via interactive online platforms

Yulia, Astri; Husin, Nor Azilah; Anuar, Faiz Izwan

doi:10.24815/siele.v6i2.14103

Cited by 14 publications

(13 citation statements)

References 7 publications

(8 reference statements)

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“…First, surprisingly, the majority of the students were interested in e-learning, which might be caused by several factors, including the freedom to study anywhere and anytime and cost-efficient. These e-learning benefits are similar to what Effendi and Zhuang (2005) and Yulia et al (2019) found in their studies. By using elearning, students could save time and money because they did not need to travel to classes as it could be done in any location during the students' preferred time.…”

Section: Positive Features Of E-learning Implementationsupporting

confidence: 89%

University students' perceptions through e-learning implementation during COVID-19 pandemic: Positive or negative features dominate?

Mulyani

Fidyati

Suryani

et al. 2021

SiELE

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English language instruction that moves away from offline to online should become the EFL lecturers’ concern for their students’ successful learning outcome. The students must be kept in the lecturers’ mind when they plan and program the instruction. This study aims at investigating the students’ perceptions and preferences on English instruction through e-learning implementation during the COVID-19 pandemic. This research applies a qualitative approach in a descriptive method design by involving 106 English class students from three different higher educations in Aceh, Indonesia. The thematic and comparative analyses are applied in analyzing the data. The findings of the study show that 50% of the students impress negative features concerning the internet network, a high need of internet quotas, the limitation of learning material explanation and absorption, and the social media influences. The study also reveals that 59.6% of positive features dominate the findings associated with the students’ interest in e-learning implementation as a new learning experience/exploration, engagement and enthusiasm, the flexibility of time and place, and the advance of digital technology usage and adaptation. Besides, WhatsApp, Opensimka, Google Classroom, and Google Meet have become the four most preferable e-learning platform among the respondents. It implies that e-learning implementation during the COVID-19 pandemic gives a variety of practical benefits to university students in the virtual English class. Yet, this still requires sufficient mentoring and extra supporting digital tools for the students and the lecturers.

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Section: Positive Features Of E-learning Implementationsupporting

confidence: 89%

University students' perceptions through e-learning implementation during COVID-19 pandemic: Positive or negative features dominate?

Mulyani

Fidyati

Suryani

et al. 2021

SiELE

View full text Add to dashboard Cite

show abstract

“…In this regard, we suggest that the implementing institution incorporate plagiarism checking tools to assure that the submitted tasks are of learners' own works. This is particularly challenging especially when it comes to assessing learners' tasks given through an online learning platform (Yulia, et al, 2019;Ogange et al, 2018;Vonderwell, et al, 2007). Since we did not conduct in-depth research on such a case, we may not be able to offer further data on this matter.…”

Section: Resultsmentioning

confidence: 99%

Investigating in-Service Teachers’ Perceptions on Online and Autonomous Learning

Masrizal

Fata

Erdiana

2020

HSSR

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Purpose of the study: The aim of this study is to investigate in-service teachers’ perception of online and autonomous learning and what types of obstacles they face during the program. It investigates the practice of autonomous learning classrooms by 101 Indonesian in-service English teachers in an entirely online learning environment, where skills and learning tools are incorporated to form integrated autonomous learning activities. Methodology: This research was conducted at Universitas Syiah Kuala, Indonesia. Online questionnaire was used to gather information from 101 participants about their autonomous learning experience through task-based instructions (TBI). Main Findings: Our research results indicated that the range of modules and tasks given to the in-service teacher participants were able to foster independent learning. Findings suggest that in-service teachers showed positive attitudes towards the implementation of online autonomous learning, while limited task instructions, technical issues, and communication constraints were among obstacles faced by the participants during the program. Applications of this study: It is hoped that the findings of the present study will contribute to the development of the existing literature in the field of teacher training and can be used as an important input for the improvement of the current teacher training program. Novelty/Originality of this study: This study is intended to draw conclusions from a series of actual research data and contribute a new angle to the existing research on teachers’ perception on online and autonomous learning.

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“…Through the use of technology, EFL learners get more opportunities to search authentic materials from real language use. Moreover, a study by Yulia et al (2019) found that online assessment increases students' mastery of listening skills and reading skills.…”

Section: Technology In Teaching English As Second/foreign Language Lementioning

confidence: 99%

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

Amin

Sundari

2020

SiELE

148

117

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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.

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Channeling assessments in English language learning via interactive online platforms

Cited by 14 publications

References 7 publications

University students' perceptions through e-learning implementation during COVID-19 pandemic: Positive or negative features dominate?

University students' perceptions through e-learning implementation during COVID-19 pandemic: Positive or negative features dominate?

Investigating in-Service Teachers’ Perceptions on Online and Autonomous Learning

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

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