Web-Based Instruction &amp; Online Delivery Of Classes: Where Are We Now?

Fullerton, Sam; Taylor, David B.; Watson, John

doi:10.19030/ajbe.v2i1.4025

Cited by 2 publications

(1 citation statement)

References 40 publications

(67 reference statements)

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“…Respondent six maintained that some teachers kept on giving written activities for students to comply, however they do not even provide feedback to students after they have accomplished the activities. This may be true as online learning lessens the immediate feedback and interaction between teachers and learners (Fullerton et al, 2009) and reduces teachers' supervision of students (Mohammadi et al, 2011). Thus, this kind of practice discourages students since they cannot ascertain whether they have done the right thing or not.…”

Section: Absence or Delayed Feedback From The Teachermentioning

confidence: 99%

Learning English in a Virtual Set-up: Motivations and Amotivations among Language Learners

Gonzales¹

2021

jlds

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The COVID-19 outbreak brought unprecedented challenges in the academe. Educational institutions transitioned to distance learning primarily through online and modular learning. Moreover, with the rapid development of online learning, one of the concerns in the field of online education is regarding students’ motivation to learn and to stay engaged in an online environment. Thus, this present study aimed to determine the motivations and amotivations of language learners in online language learning. The participants of the study include seven language learners, who were selected through a purposive sampling method. A descriptive qualitative research design was employed, and individual in-depth interviews were conducted to gather the data. The responses were transcribed and analyzed through thematic analysis. Furthermore, it was found out in the interviews that the motivations of the respondents in learning English online include learning in a convenient set-up, creating a room for independent learning, utilizing online learning tools, apps, and resources, developing technological competence, watching multimedia videos for learning, and exploring the features of the educational applications. On the contrary, the limited interaction, less interactive activities, poor and unstable internet connectivity, less student participation, lack of comprehensive discussion of the lesson, rare opportunity to enhance speaking skills, absence or delayed feedback from the teacher, inconsiderate teachers towards students’ situation, and the fact that online language learning can trigger procrastination and unproductivity are found to be the amotivations of the respondents in learning English online.

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Section: Absence or Delayed Feedback From The Teachermentioning

confidence: 99%