The Use of Technology in English as a Foreign Language Learning Outside the Classroom:  an Insight Into Learner Autonomy

Warni, Silih; Aziz, Tian Abdul; Febriawan, Dimas

doi:10.24071/llt.v21i2.1259

Cited by 22 publications

(9 citation statements)

References 2 publications

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“…According to the theory of FLA sources in this study, improving motivation can mitigate students' FLA. The finding is in line with Warni, Aziz and Febriawan' s (2018) research, which indicated that using technology to learn English in the outside classroom can improve students' motivation and self-confidence better than the in-class form, which debilitates their FLA.…”

Section: Discussionsupporting

confidence: 87%

Effect of Educational Technology on Students’ Foreign Language Anxiety: A Thematic Literature Review

Ma¹,

Noordin²,

Razali³

2022

WJEL

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Foreign language anxiety (FLA), as a common affective filter, has impeded the language learning process. In order to reduce the FLA, researchers have explored several methods via enhancing language learning settings. Technology as a crucial tool in improving the learning environment has been considered on this topic as well. However, the results of these empirical studies are inconsistent. After reviewing 24 relevant experimental and quasi-experimental research articles from 2016 to 2021 and calculating the effect size for each article, it is evident that 46% of studies reported that technology-assisted instruction significantly decreased FLA, and 54% had no significant effect on FLA. Therefore, this paper aimed to examine the overall effect size on the topic and explore the moderators that caused these inconsistent results through examining five potential moderators (technology type, using methods for integrating technology into a foreign language classroom, exposure duration of technology in experimental groups, FLA type and target language) from the reviewed studies, which are based on the sources of FLA (Young, 1991; Yan & Horwitz, 2008). Two moderators (using methods for integrating technology into foreign language classrooms and target language) were found to get significant predictions on the effect of technology on students' FLA, p<0.05. These findings provide educators, researchers, and practitioners a new direction for future research on different methods of teaching the target language using suitable technology in the classroom.

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Section: Discussionsupporting

confidence: 87%

Effect of Educational Technology on Students’ Foreign Language Anxiety: A Thematic Literature Review

Ma¹,

Noordin²,

Razali³

2022

WJEL

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“…The analysis finds that learning English outside the classroom using technology develops learner autonomy such as learning motivation, metacognitive awareness, self-confidence, and social skills. By these results, Warni et al (2018) conclude that using various information and communication technology is suggested to boost learner autonomy.…”

Section: Introductionmentioning

confidence: 70%

“…In "The Use of Technology in English as a Foreign Language Learning Outside the Classroom: An Insight into Learner Autonomy", Warni et al (2018) implement quantitative design through questionnaires and qualitative design through a semi-structured interview to investigate the learners' autonomy supported by the use of technology in learning English outside the classroom. Students of a private Senior High School are involved during the questionnaires and five of them are selected purposely to be interviewed.…”

Section: Introductionmentioning

confidence: 99%

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Ict in Distance Learning: Teachers’ Attitudes and Problems

Williyan

sirniawati

2020

ELT echo

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In 2020, conducting education in distance is obligatory since the education must continue while the world is still fighting with the coronavirus disease and one of the ways of teaching in distance learning is using ICT. While several studies have investigated teachers' attitudes toward using ICT in the face to face classrooms, few studies investigate teachers' attitudes toward using ICT in distance learning. This study examines 52 teachers' attitudes and problems in using ICT in EFL distance learning in a language development center. The questionnaires were delivered and the interviews were conducted to collect the data that disclosed the teachers' attitudes and the problem of using ICT in distance learning. The data then were analyzed following Smaldino et al. (2014), Dudeney andHockly (2007) andHarmer (2007). The findings in this study indicate that the teachers have positive attitudes toward the use of ICT in distance learning. The problem that occurs when using ICT in distance learning are further discussed and possible suggestions are presented.

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“…Based on the reason above, high motivation is needed for kids to learn English. Using technology as the teaching media mainly in teaching young learners will provide an opportunity for them to be focused, willing to study by themselves and collaborate with their peers (Warni et al, 2018). A media to learn and teach could be anything depending on teachers' capability to liven up the class and their creativity to make kids' motivation to learn English stay high.…”

Section: Introductionmentioning

confidence: 99%

Effectiveness of Using English Songs to Improve Vocabulary Mastery Among Efl Elementary School Students in Setu Babakan Area

Fadhila

2022

ellter

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Vocabulary refers to words that people use to communicate with others. Vocabulary plays as a fundamental role in learning a language and make English vocabulary mastery as the most important skill that a person needs to master before having the other English skills. This study aims to analyze the effectiveness of English songs to teach English vocabulary for elementary school students. This study applied quantitative research with one group pretest-posttest pre-experimental research design to analyze whether the media chosen in this study is effective to be used in English vocabulary learning classes. A total of 20 elementary school students who learnt in Fun Course program chosen as the samples using purposive sampling. Paired sample t test was analyzed and obtained tcount 8,156 at α = 0,05 (5%) ttable 1,729 (tcount 8,156 > ttable 1,729). Thus, the alternative hypothesis (Ha) in this study is accepted and null hypothesis (H0) in this study is rejected which states that there is a significant effectiveness of using English songs in improving elementary school students’ vocabulary mastery in RT 9, Setu Babakan area.

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The Use of Technology in English as a Foreign Language Learning Outside the Classroom: an Insight Into Learner Autonomy

Cited by 22 publications

References 2 publications

Effect of Educational Technology on Students’ Foreign Language Anxiety: A Thematic Literature Review

Effect of Educational Technology on Students’ Foreign Language Anxiety: A Thematic Literature Review

Ict in Distance Learning: Teachers’ Attitudes and Problems

Effectiveness of Using English Songs to Improve Vocabulary Mastery Among Efl Elementary School Students in Setu Babakan Area

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