Emergency Remote Teaching amidst Global Pandemic: Voices of Indonesian EFL Teachers

Nugroho, Arif; Haghegh, Mariam

doi:10.29408/veles.v5i1.3258

Cited by 41 publications

(53 citation statements)

References 23 publications

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“…To sum up, the students gave very fast responses when the lecturers wanted to end their teaching but they had slow responses and were less interactive when their lecturers instructed and asked something related to the learning materials. It is similar to the study results by Nartiningrum & Nugroho (2021) and Nugroho et al (2021) confirming that the student's responses to online teaching were slow.…”

Section: Discussionsupporting

confidence: 89%

EFL Lecturers’ Challenges and Suggestions in the Online Teaching

Zuhriyah¹

2022

Pioneer. J. Lang. Lit

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Online EFL teaching and learning in universities has been conducted for two years during the COVID-19 pandemic. However, the EFL lecturers’ challenges in small private universities in Indonesia are still scarcely investigated. Therefore, this research was conducted with the purpose to describe the Indonesian EFL lecturers’ challenges in their online teaching in the small private universities where they teach English. This was a qualitative research which used online semi-structured interview to six EFL lecturers from six different private universities in East Java to collect the data. Meanwhile, those six private universities did not have the official online platform for online teaching yet. The theory of Miles, Huberman, and Saldana was used to analyze the data. The result was that they faced some challenges in their online EFL teaching related to their students’ presence, the bad internet connection, the unconducive home condition, and the very slow students’ responses. Besides, they suggested to the universities to provide the official online learning platform which is completed with the places for storing their teaching administration archives. Hopefully, these research results can be the consideration for the university policy makers when deciding the guidelines of the online teaching and learning in the universities.

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Section: Discussionsupporting

confidence: 89%

EFL Lecturers’ Challenges and Suggestions in the Online Teaching

Zuhriyah¹

2022

Pioneer. J. Lang. Lit

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“…Blended learning is an educational methodology that was initiated over a decade ago used to facilitate teachinglearning activities by combining online with traditional classroom activities (face-to-face learning) (Dangwal, 2017;Hockly, 2018). It requires teachers and students to present physically in the classroom, with some learning activities and educational materials conducted in an online interaction across time and place using a range of digital technologies (Hrastinski, 2019;Nugroho et al, 2021). Blended learning has been widely used in professional trainings and education settings across the globe (Smith & Hill, 2019).…”

Section: Introductionmentioning

confidence: 99%

Ready to go? Profiling Philippines high school teachers’ readiness for blended learning in post-COVID-19 era

Vergonia¹,

Mombas²

2022

JEMIN

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In post-COVID-19 era, education system around the world seems to experience a shifting from traditional in-class learning to online activities, or it can be blended style which is the combination of both modes. Hence, exploring teachers’ and learners’ readiness for the different model of learning activities is a must and becomes a worth inquiry. The present study is at the cutting edge of profiling high school teachers’ readiness for blended teaching activities in Philippines at the time of post-COVID-19 era. A survey research design was adopted by involving 107 high school teachers in the city of Tupi, South Cotabato province, Philippine. This study provided an alluded picture that Philippines high school teachers are ready to conduct a blended learning system in post-pandemic era. This conclusion was drawn from the excellent results of survey items in four dimensions for blended teaching readiness model developed by Graham et al, comprising technical literacy, planning blended activities, facilitating student-student and teacher-student interaction, and managing the blended learning environment. The results indicate that a responsive, supportive, and relevant teacher professional development programs should be developed in order to enhance teachers’ readiness for blended learning in post-COVID-19 era, as well as improving Philippines future educational system.

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“…Since March 2020, Malaysian universities have been closed through the institutional mandatory of Malaysian Ministry of Higher Education to avoid the spread of the virus among the students (Sundarasen et al, 2020). Likewise, in Indonesia, the Ministry of Education and Culture has also obliged universities to do shifting in learning system from face-to-face interaction to online classes so that the education process still continues by learning from home (Nugroho et al, 2021). Online learning was then becoming an alternative to replace the usual physical classroom interaction.…”

Section: Introductionmentioning

confidence: 99%

Self-regulated learning in online classes: A comparative study between Malaysian and Indonesian students

Tajudin

Maulida²,

Vransiska³

2022

JEMIN

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Self-regulated learning (SRL) becomes a crucial part for the success of online classroom activities during the COVID-19 pandemic. To date, studies exploring students’ SRL in the contexts of Malaysian and Indonesian universities are still lacking and remain more empirical evidence. This study aims to examine and compare both university students’ SRL toward online learning activities at the time of global pandemic. The required data are quantitatively collected from 103 undergraduates from University A in Malaysia and 119 college students from University B in Indonesia by using an online questionnaire on students’ self-regulated learning adapted from Motivated Strategies for Learning Questionnaire (MSLQ). The sudden shifting from face-to-face interaction to online class instruction is a new learning style and could be challenging, but the finding of this study shows that the students from both universities achieve high mean scores on the SRL questionnaire. This finding indicates that the students have a positive attitude, high academic motivation levels, and good self-learning control over themselves during the online classes. This study contributes to the extension of the current literature about self-regulated learning in higher education context. This study further suggests that teachers could assist students’ self-regulated learning to improve their academic performances by keeping their motivation and engagement, particularly in the time of online classes during COVID-19 pandemic era. Hence, future studies are recommended to investigate the impact of students’ SRL on learning achievement as it can help teachers to enhance students’ performance in online classes.

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Emergency Remote Teaching amidst Global Pandemic: Voices of Indonesian EFL Teachers

Cited by 41 publications

References 23 publications

EFL Lecturers’ Challenges and Suggestions in the Online Teaching

EFL Lecturers’ Challenges and Suggestions in the Online Teaching

Ready to go? Profiling Philippines high school teachers’ readiness for blended learning in post-COVID-19 era

Self-regulated learning in online classes: A comparative study between Malaysian and Indonesian students

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