The Integration of Learning Management System Into the EFL Classroom to Promote Student Autonomous Learning: an Exploratory Case Study

Abstract

In this COVID-19 Pandemic, despite its limitations of time, space, and infrastructure, the education practice is unabating. Technology adoption taken as a way out to facilitate instructional activities is a compulsion for education practitioners and students across countries. However, students with their multiple roles in virtual classrooms unquestionably unfold challenges. This study identifies factors associated with technology use in a particular learning management system to promote learner autonomy. Moreover, it depicts the students’ challenges in taking part for their roles in an online learning environment. The barriers are deemed concerning personal, technological, and institutional factors. This study addresses these questions to accomplish the objectives: 1) How does the integration of the learning platform promote student autonomous learning? 2) What potential barriers do the students encounter in using the platform? The study employed an exploratory case study with virtual classroom observations, questionnaires, and interviews to obtain the research data. The English students of Universitas Negeri Semarang in Central Java Indonesia were recruited as the research participants. The findings reveal that Elena, an online learning platform, has been completed with various alternative features to accommodate the needs of instructional programs. In terms of the lesson structure, the facilities seem not yet optimized for promoting learning autonomy. With respect to the technological factor, despite its simple, easy, and practical attributes, the students sometimes encounter problems accessing Elena due to the Internet disconnection. The findings are envisaged to offer all stakeholders with feedback for further evaluation and betterment