Integrating Task- And Game-Based Learning Into an Online Toefl Preparation Course During Covid-19 Outbreak

Abstract

The COVID-19 epidemic has compelled educational institutions worldwide to implement online learning while maintaining the same level of quality as face-to-face instruction. The majority of universities in Indonesia offer TOEFL preparation classes to undergraduate students, and the outbreak has had an effect on how those courses are delivered. However, there is a dearth of research on the most effective instructional strategies for delivering an online TOEFL preparation course to a large number of students who have no prior experience with online learning. Thus, this study examined the integration of task- and game-based learning into an online TOEFL preparation course taught at two Indonesian institutions over the period of twenty online class meetings totaling 40 class hours. It involved undergraduate students (N = 48) from Politeknik Perkeretaapian Indonesia Madiun's Railway Mechanical Technology study program and Universitas Muhadi Setiabudi's Management study program.

Implementing Gamified Vocabulary Learning in Asynchronous Mode

“…Learner autonomy does not develop on its own, and progress is dependent on teachers' assistance in teaching pupils how to study alone in the early stages of learning. In recent years, online websites, and mobile applications, such as Quizlet, have appeared to be among the possible applications for enabling the increase of learner autonomy in vocabulary learning (Cunningham, 2017;Pratiwi & Waluyo, 2022) and the current study also found that Quizizz.com can aid in generating positive results when employed in asynchronous gamified vocabulary learning.…”

“…Gamification has steadily emerged as one alternative method for improving learner vocabulary learning during the previous decade. It can add a layer of fun to the learning process by including learners ingame aspects such as quests, challenges, levels, and prizes, which can boost motivation and involvement in the learning process (Kingsley & Grabner-Hagen, 2018;Pratiwi & Waluyo, 2022). Zou et al (2019) lately analyzed 21 research papers published in SSCI journals that looked into digital game-based vocabulary learning.…”

Autonomous learning and the use of digital technologies in online English classrooms in higher education

“…It is suggested that teachers have to introduce an appropriate learning method in learning structure skills to achieve what they have learned. By providing appropriate learning methods that suit students' needs, the learning outcomes could improve significantly (Ubaedillah et al, 2020;Pratiwi & Waluyo, 2022).…”

University students’ perceptions of interactive response system in an English language course: a case of Pear Deck

“…Active learning in English teaching can take place individually, such as via brainstorming, reading, and writing, or in groups, such as through debates and roleplaying (Jones and Palmer 2017;Kariadi and Pratiwi 2022). Positive learning outcomes have been linked to active learning (El Shaban 2017; Kariadi and Pratiwi 2022;Pratiwi and Waluyo 2022). Active learning encourages student-centred education, which helps pupils build motivation, positive perspective, and autonomy in language acquisition (Lei and Lin 2022;Leong et al 2018).…”