LEARNING ENGLISH UTILISING ONLINE PLATFORMS DURING COVID -19 IN TERTIARY LEVEL: INDONESIAN EFL LEARNERS' RETROSPECTIVE PERCEPTION
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Abstract
This study aimed to examine the Indonesian EFL learners' Retrospective Perception toward utilising online platforms in teaching English as a foreign language during a pandemic. The mixed quantitative and qualitative research design method is employed to achieve this goal. Seventy-five EFL learners from three different universities who took English for general communication courses were recruited in this study. The data were obtained by deploying two research instruments: questionnaires and a retrospective interview. Many participants preferred to select the most suitable and economical online platform to maximise their online learning experience. They also regard that learning effectiveness and efficiency can only be achieved by utilising blended synchronous and asynchronous modes. The findings also show that lecturers pose a fundamental role in helping students maximise their learning experiences. Thus, lecturer-student engagement during online learning is inevitably essential.
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How to Cite
Suherman, R., Yunita, S., & Hadiati, S. N. (2021). LEARNING ENGLISH UTILISING ONLINE PLATFORMS DURING COVID -19 IN TERTIARY LEVEL: INDONESIAN EFL LEARNERS’ RETROSPECTIVE PERCEPTION. English Review: Journal of English Education, 10(1), 277-286. https://doi.org/10.25134/erjee.v10i1.5394
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Wright, B. M. (2017). Blended learnings student perception of face-to-face and online EFL lessons. Indonesian Journal of Applied Linguistics, 7(1), 64–71. https://doi.org/10.17509/ijal.v7i1.6859
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Akbari, E., Naderi, A., Simons, R. J., & Pilot, A. (2016). Student engagement and foreign language learning through online social networks. Asian-Pacific Journal of Second and Foreign Language Education, 1(1), 1–22. https://doi.org/10.1186/s40862-016-0006-7
Amin, F. M., & Sundari, H. (2020). EFL students' preferences on digital platforms during emergency remote teaching: Video conference, LMS, or messenger application? Studies in English Language and Education, 7(2), 362–378. https://doi.org/10.24815/siele.v7i2.16929
Atmojo, A. E. P., & Nugroho, A. (2020). EFL classes must go online! Teaching activities and challenges during COVID-19 pandemic in Indonesia. Register Journal, 13(1), 49-76.
Cao, W., Fang, Z., Hou, G., Han, M., Xu, X., Dong, J., & Zheng, J. (2020). The psychological impact of the COVID-19 epidemic on college students in China. Psychiatry Res, 112934-112934. https://doi.org/10.1016/j.psychres.2020.112934
Creswell, J. W. (2013). Data Analysis Workshop. Research Design qualitative quantitative and mixed methods approaches, 1 (9), 270. https://doi.org/10.1017/CBO9781107415324.004
Deschaine, M. E., & Whale, D. E. (2017). Increasing student engagement in online educational leadership courses. Journal of Educators Online, 14 (1),n1
Deris, F. D., Zakaria, M. H., & Mansor, W. F. A. W. (2012). Teaching presence in online course for part-time undergraduates. Procedia-Social and behavioral sciences, 66, 255-266. https://doi.org/10.1016/j.sbspro.2012.11.268
Dumford, A. D., & Miller, A. L. (2018). Online learning in higher education: exploring advantages and disadvantages for engagement. Journal of Computing in Higher Education, 30(3), 452–465. https://doi.org/10.1007/s12528-018-9179-z
Farrell, O., & Brunton, J. (2020). A balancing act: a window into online student engagement experiences. International Journal of Educational Technology in Higher Education, 17(1), 1-19. https://doi.org/10.1186/s41239-020-00199-x
Gonzalez, D., & Louis, R. St. (2018). Online Learning. In J. I. Liontas (Ed.), The TESOL Encyclopedia of English Language Teaching (1st ed
Green, P. (2016). How to Succeed with Online Learning. In N. Rushby & D. W. Surry (Eds.), The Wiley Handbook of Learning Technology (1st ed., pp. 261–286). https://doi.org/10.1002/9781118736494.ch15
Harapan, H., Anwar, S., Nainu, F., Setiawan, A. M., Yufika, A., Winardi, W., ... & Wagner, A. L. (2020). Perceived risk of being infected with SARS-CoV-2: A perspective from Indonesia. Disaster medicine and public health preparedness, 1-5. https://doi.org/10.1017/dmp.2020.351
Hew, K. F. (2016). Promoting engagement in online courses: What strategies can we learn from three highly rated MOOCS. British Journal of Educational Technology, 47(2), 320–341. https://doi.org/https://doi.org/10.1111/bjet.12235
Hikmat, H., Hermawan, E., Aldim, A., & Irwandi, I. (2020). Efektivitas pembelajaran daring selama masa pandemi Covid-19: Sebuah survey online. http://digilib.uinsgd.ac.id/30625/
Huang, R. H., Liu, D. J., Tlili, A., Yang, J. F., & Wang, H. H. (2020). Handbook on facilitating flexible learning during educational disruption: The Chinese experience in maintaining undisrupted learning in COVID-19 Outbreak. Smart Learning Institute of Beijing Normal University: UNESCO. 1–54.
Khotimah, K., Widiati, U., Mustofa, M., & Faruq Ubaidillah, M. (2019). Autonomous English learning: Teachers’ and students’ perceptions. Indonesian Journal of Applied Linguistics, 9(2), 371–381. https://doi.org/10.17509/ijal.v9i2.20234
Lin, C‐H, Zheng, B., & Zhang, Y. (2017). Interactions and learning outcomes in online language courses. British Journal of Educational Technology, 48(3), 730–748. https://doi.org/10.1111/bjet.12457
Lin, C-H., & Warschauer, M. (2015). Online foreign language education: What are the proficiency outcomes? The Modern Language Journal, 99(2), 394-397.
Moorhouse, B. L. (2020). Adaptations to a face-to-face initial teacher education course ‘forced’online due to the COVID-19 pandemic. Journal of Education for Teaching, 46(4), 609-611. https://doi.org/10.1080/02607476.2020.1755205
Pickering, J. D., & Swinnerton, B. J. (2019). Exploring the dimensions of medical student engagement with technology‐enhanced learning resources and assessing the impact on assessment outcomes. Anatomical sciences education, 12(2), 117-128.
Salmon, G., Ross, B., Pechenkina, E., & Chase, A.M. (2015). The space for social media in structured online learning. Research in Learning Technology, 23(1), 1-14.
Santoso, A., dan Lestari, S. (2019). The Roles of Technology Literacy and Technology Integration to Improve Students’ Teaching Competencies. Social Sciences, 3(11): 243-256.
Son, J. B. (2018). Technology in English as a foreign language (EFL) teaching. The TESOL encyclopedia of English language teaching, 1-7. https://doi.org/10.1002/9781118784235.eelt0448
Sun, S. Y. H. (2014). Learner perspectives on fully online language learning. Distance Education, 35(1), 18–42. https://doi.org/10.1080/01587919.2014.891428
Tathahira, & Sriayu. (2020). The implementation of online learning during covid-19 pandemic: English teachers’ perceptions at senior high schools in south Aceh. Indonesian Journal of Curriculum and Educational Technology Studies, 8(2), 113–122. http://journal.unnes.ac.id/sju/index.php/jktp
Ubaidillah, M. F. (2018). The pedagogy of English as an international language: Indonesian pre-service teachers’ beliefs. Journal of Asia TEFL, 15(4), 1186–1194. https://doi.org/10.18823/asiatefl.2018.15.4.23.1186
Waluyo, B. (2020). Learning outcomes of a general English course implementing multiple e-learning technologies and active learning concepts. Journal of Asia TEFL, 17(1), 160–181. https://doi.org/10.18823/asiatefl.2020.17.1.10.160
Wright, B. M. (2017). Blended learnings student perception of face-to-face and online EFL lessons. Indonesian Journal of Applied Linguistics, 7(1), 64–71. https://doi.org/10.17509/ijal.v7i1.6859
Yeh, Y. C., Kwok, O. M., Chien, H. Y., Sweany, N. W., Baek, E., & McIntosh, W. A. (2019). How college students' achievement goal orientations predict their expected online learning outcome: The mediation roles of self-regulated learning strategies and supportive online learning behaviors. Online Learning, 23(4), 23-41.