Students’ Perception toward the Implementation of Synchronous Learning during COVID-19 Pandemic in English Language Teaching (ELT)

Fitria, Tira Nur

doi:10.33633/es.v4i01.4470

Cited by 7 publications

(9 citation statements)

References 16 publications

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“…The video conferencing tools most used by professors after the pandemic to hold meetings and tutorials are Google Meet ® [31] and Zoom ® [33], which have seen their use grow the most in recent years (Figure 4). This observation is consistent with the perception of students who have Zoom ® among their favorite and most learning-friendly video conferencing tools [33], the effectiveness of adopting ICT tools to encourage discussions with students during classes [102] and the training benefits that the literature attributes to tools known to the public, such as Google Meet ® [32]. Skype ® , although used by professors before the pandemic with an average frequency like those of Google Meet ® or Zoom ® , has not experienced a significant increase in use during the COVID-19 pandemic (Figure 4).…”

Section: Discussionmentioning

confidence: 99%

Influence of Knowledge Area on the Use of Digital Tools during the COVID-19 Pandemic among Latin American Professors

Antón‐Sancho

Sánchez-Calvo

2022

Education Sciences

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In this paper, quantitative, descriptive, and correlational research is carried out on the impact that the process of digitalization of academic activities in higher education has had on the habits of use of information and communication technologies (ICT) among professors and the influence of the area of knowledge on this impact. For this purpose, responses from 716 professors from different Latin American universities to a survey designed by the authors were statistically analyzed. Following the UNESCO guide on the use of ICT in higher education, the survey distinguishes the following teaching activities to measure the use of ICT: lessons, tutorials, sharing materials, and evaluation. The results show that the use of ICT has increased in all teaching activities, but unevenly, being particularly intense in those in which the use of ICT was less frequent during the pandemic—specifically, tutorials and evaluation, whose frequency of use has increased by around 50%. As a result of this uneven increase, the use of ICTs in different teaching activities has become more homogeneous after the pandemic. This increase was significantly higher among engineering and social sciences professors than in other areas of knowledge, as well as in evaluation and tutorial tools than in other activities. In addition, the ICT tools most used during the pandemic were those with which the professors or students were most familiar before the pandemic. It is recommended that universities increase the specific training of professors in the pedagogical use of ICT and that they should address the specificities of each area of knowledge.

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Section: Discussionmentioning

confidence: 99%

Influence of Knowledge Area on the Use of Digital Tools during the COVID-19 Pandemic among Latin American Professors

Antón‐Sancho

Sánchez-Calvo

2022

Education Sciences

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“…Zoom, Google Meet, Skype, Cisco WebEx, Discord, and Microsoft Team applications provide teachers with various supporting features such as screen sharing where teachers could display the materials on the screen to aid understanding, mics feature where teacher and students can talk as well as respond to each other, chat box where students can respond in a form of writing text and upload files. Therefore, this promotes listening and speaking skills of the students (Rahayu, 2020;Fitria, 2021;Prasetya, 2021).…”

Section: Synchronous Online Learning In English Language Classrooms I...mentioning

confidence: 99%

“…Teachers also mention that they have limited time to explain all the materials because of time reduction of teaching hours during covid-19 pandemic and some technical issues (Hermansyah & Aridah, 2021). Meanwhile, from students' side, they become reluctant to speak during the class (Hamid, 2020;Mannong, 2020;Handayani, et al, 2021;Fitria, 2021;Hermansyah & Aridah, 2021;Septianingsih & Erliza, 2021). In addition, in many cases, students cannot focus because while attending the class via video conference, they are also helping their parents at home (Lie & Prijambodo, 2021).…”

Section: Synchronous Online Learning In English Language Classrooms I...mentioning

confidence: 99%

Synchronous and Asynchronous Online Learning in English Language Classrooms in Indonesia: A Literature Review

2022

Proceeedings of the 19th International Conference on Cognition and Exploratory Learning in the Digital Age (CELDA 2022)

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As the whole learning ecosystem is changing because of covid-19 pandemic outbreak, education institutions and teachers are demanded to cope with technology for online learning and give the best learning experience to their students. The aim of this research is to identify synchronous and asynchronous online learning in English language classrooms in Indonesian schools and universities during covid-19 pandemic, focusing on technological applications used and challenges faced by both teachers and students. By implementing Systematic Literature Review (SLR) approach from Indonesian Science and Technology Index known as SINTA and SCOPUS database, 31 research papers published between 2020-2022 in the Indonesian context are selected. This research creates a table of synchronous and asynchronous online learning applications used in English language classrooms as well as activities done and challenges faced by both teachers and students during covid-19 pandemic in the Indonesian context. The results of this research can be used by relevant stakeholders to help incorporate a balanced synchronous and asynchronous online learning in their English language classrooms as well as anticipate and prepare for future learning in their respective schools and universities, especially after covid-19 pandemic.

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“…With the outburst of the COVID-19 pandemic, several research had been conducted to investigate the impact that the COVID-19 pandemic has made towards education (Fitria, 2021;Hijazi & Al-Natour, 2021;Goldberg, 2021). The spread is truly terrifying, posing challenges to all sectors of human life, especially in the Philippine educational system.…”

Section: Introductionmentioning

confidence: 99%

Embodied metaphors in instructors narratives about their experiences during the COVID-19 pandemic

Simbulas

Talde

2022

Pedapub

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This study investigated the positive and negative experiences of English instructors during the COVID-19 pandemic in Philippine context. Specifically, this study sought to reveal their thoughts, insights, and attitudes through the embodied metaphors evident in their narratives. Specifically, this study aimed to: identify the positive and negative experiences of English instructors thematically; determine the embodied metaphors used to highlight the positive and negative experiences of the English instructors; and ascertain the views of English instructors towards their teaching experiences in the time of the pandemic. This study utilized written narratives and the responses were analyzed through thematic analysis, content analysis, and Likert scale score. Findings reveal three themes for positive experiences: optimization of skills and abilities; development of character; and increased opportunities. On the other hand, two themes were found for the negative experiences: lack of resources and difficulty in the teaching-learning process. Furthermore, the participants’ narratives contained 16 metaphors: jungle, force, game-changer, underprivileged, stones, heart, fumes, technology, browser, sinkhole, challenge, myth, episode, taboo, thing, and clam. Moreover, independent learning and flexible learning were mentioned to be the benefits of distance education, whereas the use of technology, learning quality, and learning environment were the problems encountered. However, positive, partially positive, and negative views were found to have described the instructors’ teaching experiences during the pandemic. In general, it is concluded that despite the hurdles encountered during the pandemic, instructors were still able to overcome the challenges and demands of the new learning environment.

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Students’ Perception toward the Implementation of Synchronous Learning during COVID-19 Pandemic in English Language Teaching (ELT)

Cited by 7 publications

References 16 publications

Influence of Knowledge Area on the Use of Digital Tools during the COVID-19 Pandemic among Latin American Professors

Influence of Knowledge Area on the Use of Digital Tools during the COVID-19 Pandemic among Latin American Professors

Synchronous and Asynchronous Online Learning in English Language Classrooms in Indonesia: A Literature Review

Embodied metaphors in instructors narratives about their experiences during the COVID-19 pandemic

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