Perception and Expectation of EFL Students on Ideal Online Learning: A Survey Study in an Indonesian Islamic Higher Education

Ariawan, Soni

doi:10.47709/ijeal.v1i3.1241

Cited by 7 publications

(8 citation statements)

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“…In the interview they also explained that blended learning with LMS made it easier for them to complete their assignments due to its ease of use and other benefits such as being a replacement platform in a critical era making it easier for those who live far from campus. This finding is in line with a study by Ariawan (2021 andLu et al,(2012) who found that the EFL students tend to address the ease of use and its flexibility. This leads them to positively perceive the use of LMS.…”

Section: P6supporting

confidence: 92%

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Efl Students’ Voices on Blended Learning: Preferences and Challenges

Ariawan,

Ningsih,

Khusniyah

et al. 2023

JEEF

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The objective of the present research was to know how EFL students perceive blended learning by using LMS with Moodle in speaking class at State Islamic University of Mataram especially in English Language Education Study Program. This research employed mixed method by involving 94 students as the respondents to fill out the questionnaires ítems and were invited to the interview. It is found that students positively perceive the use of blended Learning using LMS in speaking class. Most of the students chose to “agree” and “neutral” on their responses to the questions. Furthermore, through the interview, they mostly view LMS positively. It means that Learning speaking with blended learning using LMS had a good impact on them in learning process. Therefore, Blended Learning can be an alternative way in managing a learning process, especially during online learning. Challenges experienced by the students were also discussed in this study.

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Section: P6supporting

confidence: 92%

“…Blended learning blends the traditional classroom with the online learning model. It provides learners with an efficient and effective educational experience, as well as the extra benefit of increased flexibility (Ariawan, 2021). It means that students are able to access the learning remotely from home without physically attend the class.…”

Section: Introductionmentioning

confidence: 99%

Efl Students’ Voices on Blended Learning: Preferences and Challenges

Ariawan,

Ningsih,

Khusniyah

et al. 2023

JEEF

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show abstract

“…Moreover, speaking, listening, reading, and writing are the four skills that students should be proficient in when learning English. Besides, when English learning process, EFL students also use a variety of platforms for their online coursework, including WhatsApp, Google Translate, Edmodo, Google Classroom, and learning management systems (LMS) (Ariawan, 2021;Famularsih, 2020;Hendrawaty et al, 2021;Manurung et al, 2020;Saroh & Arifmiboy, 2022;Wirantaka & Fijanah, 2022).…”

Section: Online Learning In Efl Contextmentioning

confidence: 99%

EFL High School Students’ Satisfaction in Online Learning and Expectations Towards Blended Learning: An Investigation

Ningsih,

Santosa,

Kusuma

2023

Elsya

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This study aims to identify students' satisfaction with online learning and their expectations of blended learning in the post-pandemic era in a senior high public school in North Bali, Indonesia. The research employed an explanatory sequential mixed-method design using questionnaires and interviews, to gather data from 179 grade 12 senior high school students. The questionnaire and interview guide were validated with face, content, empirical validity, and reliability. The interview session involved 5 students with high satisfaction scores and 5 students with low satisfaction scores from the result of the questionnaire. The results showed that students had a mode score of 4, indicating students feel satisfied with online learning during COVID-19. Based on the four factors, the result of students’ satisfaction in online learning such as the teacher factor having neutral scores, the interaction factor having satisfied scores, the technology factor having satisfied scores, and the course management factor having satisfied scores. The interview session shows that students expressed their expectations for direct interaction with teachers and classmates and had expectations for factors, such as teaching methods, ease of materials, direct communication with teachers, interaction with classmates, technology use, and variety in learning resources. This research provides insights for teachers to improve student satisfaction with online learning and blended learning practices.

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“…Through regular meetings and discussions with mentors, student teachers are encouraged to reflect on their teaching practices, critically analyze their strengths and areas for improvement, and set goals for their professional development. This reflective process enhances their ability to make informed decisions and continuously improve their teaching methods (Ariawan, 2021;Damayanti et al, 2023). Mentors can provide valuable feedback and guide student teachers in self-assessment, helping them identify areas of growth and providing suggestions for further development including comprehensive understanding and skill to interact with school members and to get insight about students' behaviour (Tanjung et al, 2021).…”

Section: Introductionmentioning

confidence: 99%

Exploring EFL Student Teachers’ Experiences on the Roles of Teacher Mentors during Teaching Practicum

Suhandra,

Ariawan

2023

JOLLT

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Teacher mentors play a crucial role in supporting and guiding student teachers during their teaching practicum. While the benefits of teaching practicum and mentorship are well-documented, this qualitative study aims to delve deeper into the experiences of five EFL student teachers to understand the role of teacher mentor during student teacher practicum. Through in-depth interviews, the research explores the perceptions of student teachers towards the practicum and mentorship. The results reveal that the role of teacher mentors is positively perceived by most of the students, because most of the mentors play a pivotal role in providing guidance and motivation, desiging a lesson plan and giving constructive feedback. However, some students experienced lack of guidance, support as well as constructive feedback from the teacher mentors. In general, the mentorship aspect is particularly valued, as it offers essential support and professional growth opportunities. However, amidst the positive experiences, the study also uncovers various challenges encountered by student teachers such as lack of class management skill, limited student engagement and active involvement in the learning process, inadequate facilities, limited technology or classroom space and lack of sufficient preparation.

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Perception and Expectation of EFL Students on Ideal Online Learning: A Survey Study in an Indonesian Islamic Higher Education

Cited by 7 publications

References 0 publications

Efl Students’ Voices on Blended Learning: Preferences and Challenges

Efl Students’ Voices on Blended Learning: Preferences and Challenges

EFL High School Students’ Satisfaction in Online Learning and Expectations Towards Blended Learning: An Investigation

Exploring EFL Student Teachers’ Experiences on the Roles of Teacher Mentors during Teaching Practicum

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