Teachers and Students Perceptions Towards Online ESL Classrooms During Covid-19 : An Empirical Study in North Cyprus

Aslam, Muhammad; Barzani, Sami Hussein Hakeem; Aslam, Talha; Rasool, Ushba

doi:10.18823/asiatefl.2021.18.4.22.1423

Cited by 5 publications

(2 citation statements)

References 18 publications

(18 reference statements)

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“…Writing is a skill that may be fostered in the classroom by providing students with interesting and timely writing assignments and utilising the material of which the students are already aware [ 58 , 59 ]. Peer feedback, ungraded writing assignments (such as keeping a topical diary), and introducing vocabulary-expansion tools are just a few ideas that could assist students in overcoming this issue.…”

Section: Future Implicationsmentioning

confidence: 99%

Pre-service EFL teacher's perceptions of foreign language writing anxiety and some associated factors

Rasool¹,

Aslam²,

Mahmood³

et al. 2023

Heliyon

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Section: Future Implicationsmentioning

confidence: 99%

Pre-service EFL teacher's perceptions of foreign language writing anxiety and some associated factors

Rasool¹,

Aslam²,

Mahmood³

et al. 2023

Heliyon

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“…Because they may not repeat material in face-to-face classes, a weakness of the faceto-face learning paradigm (Sun & Chen, 2016;Wright, 2017;Santikarn & Wichadee, 2018). In another context, many phenomena also occur in online learning: the lack of interaction that encourages character implementation in education, the lack of complete feedback for students, and the need for more logical and weighted learning involvement (Aslam et al, 2021;Lukas & Yunus, 2021). The phenomena in online learning also happens in English Education Study Programs at one of the private Universities in Indonesia, especially in genrebased writing courses where online learning has not provided complete facts that knowledge is evenly distributed and well implemented.…”

Section: Introductionmentioning

confidence: 99%

Integrating Hybrid Learning and Team-Based Project in EFL Writing Class

Wijayatiningsih,

Muhammad Muhibbi,

Dodi Mulyadi

et al. 2023

jees

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This study aimed to describe the integration of hybrid learning and team-based projects in learning to write and to explain the effectiveness of implementing hybrid and team-based projects in improving students' writing performances. This research method was mixed with quantitative analysis using quasi-experiments and questionnaires, while qualitative analysis used observations in writing classes. The instruments applied were writing tests, questionnaires, and observations. The results of this study were feasible to be used and tested in a small-scale class in the third semester of English Education at the Universitas Muhammadiyah Semarang. The average result of the validation is more than four scores, so it is in the excellent category. Meanwhile, the results of the analysis of student perspectives on learning through Team-Based Projects are divided into four, namely; student perspectives and motivation regarding the implementation of hybrid learning, student perspectives on the effectiveness of Team-Based Projects, student perceptions of independent learning through team-based projects and hybrid learning, and student perceptions about working in groups. All of the indicators were categorized as excellent. In addition, the integration of hybrid learning and team-based project in the English Language Education Study Program with the participation of seventy-two students with the final grades of all students being in the complete category above seventy so that the integration of hybrid learning and team-based projects is effectively implemented in genre text writing classes. Therefore, the results of this study can make a good contribution because they can motivate students to write texts and improve independent student learning.

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The Effects of Online Supervisory Feedback on Student-Supervisor Communications during the COVID-19

Rasool¹,

Aslam²,

Qian³

et al. 2022

EUROPEAN J ED RES

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<p style="text-align: justify;">This study focuses on online supervisory written feedback on PhD supervisees’ performance, given explicitly through online communication, particularly during the first wave of COVID-19. This unusual situation has brought many different effects on students’ academic lives. This scenario has influenced both students’ and teachers’ mutual communication. A directed qualitative content analysis (DQCA) approach was adapted from previous research and modified for the present context. The current study planned to bring forth the supervisee and supervisors’ perception of the communication and feedback process, considering that online feedback and communication has been a new experience for most students. According to the findings, teachers/supervisors give feedback on students’ production, whereas teacher-student communication also seemed crucial for the performance improvising of learners. The result brought forth a wide range of social, educational, and surprisingly psychological issues both supervisees and supervisors faced during online communication during COVID-19.</p>

show abstract

Teachers and Students Perceptions Towards Online ESL Classrooms During Covid-19 : An Empirical Study in North Cyprus

Cited by 5 publications

References 18 publications

Pre-service EFL teacher's perceptions of foreign language writing anxiety and some associated factors

Pre-service EFL teacher's perceptions of foreign language writing anxiety and some associated factors

Integrating Hybrid Learning and Team-Based Project in EFL Writing Class

The Effects of Online Supervisory Feedback on Student-Supervisor Communications during the COVID-19

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