Online English Language Learning Research Articles

University students’ perspectives on online English language learning: Implications for Ecuadorian educators

Online education has mainly been at the core of discussions after Latin America’s Covid-19 sanitary crisis started in March 2020. Teachers and institutions have explored different ways to face what is now called “the new normal”. This study aims to identify the perspectives of Ecuadorian university students on online English language learning in order to inform the design of strategies that allow improvements in the teaching process. This quantitative study was carried out at a university in Ecuador and encompassed 4.936 participants from different majors. An online questionnaire was administered for data collection and analyzed through the application of neural networks. The results showed that students perceive learning English online positively and that their greatest strengths are in listening and writing, while their difficulties lie in developing their reading and speaking abilities. This suggests that more attention should be given to the development of reading and speaking strategies in an attempt to fill the gap that students indicated while answering the questionnaire. Some directions in that regard are given in the conclusion.

HOW LEARNERS PERCEIVE THE KAMPUNG INGGRIS LC INSTAGRAM ACCOUNT FOR ONLINE ENGLISH LEARNING

The objective of this study was to assess the way in which learners perceive the Kampung Inggris LC Instagram account as a tool for online English language learning. The research utilized a quantitative approach and employed purposive sampling. A questionnaire, featuring a Likert scale, was distributed to 36 respondents in order to collect data on learners' perceptions of the Kampung Inggris LC Instagram account. Descriptive analysis techniques, such as creating frequency tables, were used to analyze the data and present detailed results. The study provided a comprehensive overview of learners' perceptions regarding the effectiveness of the Kampung Inggris LC Instagram account in facilitating online English language learning. The final results indicated that the use of the Kampung Inggris LC Instagram account had a significantly positive impact on learners' English language skills, with an average positive percentage of 83.8% (strongly agree). These findings are valuable for the improvement of English language learning strategies through online platforms.

Even Semester Students’ Perception on English Language Learning Conducted Online

This research aims to gain in-depth insight into students' perception on online English learning. In the face of the digital age, online learning has become a major alternative in higher education. However, the understanding of how students assess this learning experience is still evolving. The type of research method used is quantitative research with a data collection model using a questionnaire, which was distributed to students through Google Forms to all participants of this study and the data was analyzed using descriptive statistics to get the percentage of students' perspectives. The results showed that, from the perceptions of students who became participants in this study, felt that online English language learning did not fully help the learning process to be more effective and preferred English language learning conducted face-to-face

The Use of Online English Language Learning Platforms by Undergraduate Students of Federal College of Education (Technical) Gusau

The status of the English language in Nigeria has made it the most widely used language. People of various backgrounds aspire to speak the language and become competent in it. With technological advancement, which led to the social media invention, various means of teaching the English language are made available on different platforms. Therefore, this paper aims to find out the online English language learning platforms by undergraduate students of Federal College of Education (Technical) Gusau. Three objectives were formulated to guide this study. These are, to find out the students’ awareness of the vast online platforms for learning the English Language, to find out the aspect of the English language the students have an interest in studying and to determine the benefit of engagement in the chosen aspect. Rogers’ (2003) Diffusion of Innovation theory was adopted as the theoretical framework- The population of the study consists of 1,417 Ahmadu Bello University, Zaria-affiliated undergraduate students of various fields of study. Purposive sampling was used to select level two English language students. Focus group discussion was used for data collection and thematic analysis of the data was conducted. The finding is by Roger's (2003) Diffusion of Innovation theory which emphasises that “getting a new idea adopted, even when it has obvious advantages, is difficult” Hence, the availability of more user satisfaction, compatibility, simplicity, triability, and observability make the Innovation-Diffusion process faster. Therefore, the present study concludes that the use of these vast materials by the students is very low. However, the participants who employ its use agreed on its enormous benefits and have tagged it as a priority.

TESL Trainee Teachers’ Perceptions Toward Implementing Blooket in the Online English Language Teaching and Learning Process

Teaching English language using traditional methods is no longer sufficient for students in the 21st century. As a result, teachers must develop new and innovative educational methods. This study aims to investigate the perceptions of trainee teachers majoring in Teaching English as a Second Language (TESL) at the Institutes of Teacher Education Malaysia (ITEMs) on the use of the game-based platform(i.e., Blooket)in the online English language teaching and learning process. Trainee teachers are now familiar with game-based learning, thanks to the exposure to a variety of technological teaching aids during their teacher training. This survey research was conducted with a focus on TESL trainee teachers’ beliefs, attitudes, and thoughts. The study employed simple random sampling to gather data from 201 TESL trainee teachers of the June 2018 intake from five ITEMsin Malaysia. The results indicate that TESL trainee teachers have a favorable view of Blooket in terms of beliefs, attitudes, and thoughts regarding its implementation in the online English language teaching and learning process

Unveiling The Efficacy of Digital Pedagogy: Evaluating Online English Learning at High School Level

This research endeavors to explore the efficacy of online English learning at SMA Negeri 3 Palu. Its primary objective was to contribute to the ongoing discussion in this field by (1) investigating the effectiveness of online English language learning at SMAN 3 Palu and (2) identifying factors contributing to the challenges faced by both teachers and students in the context of online learning during the COVID-19 pandemic.. Employing a qualitative approach with a case study design, this study involved five English teachers and ten representatives from SMAN 3 students, with two students selected from each class taught by the teachers through purposive sampling. Data collection involved in-depth individual interviews with the informants. Thematic analysis techniques were applied, involving four stages: transcription, coding, categorization, and drawing conclusions from the coded data. The findings revealed that online English learning was ineffective for students at SMAN 3 Palu due to issues such as internet connectivity, the availability of students' smartphones, and the fact that the majority of students reside in remote areas of Sigi regency, which posed challenges for implementing online English learning.

Vocational Students’ Preferences toward Online English Language Learning and Teaching during the Covid-19 Pandemic

the Covid-19 pandemic insists face-to-face learning on campus be switched to online or e-learning. However, radical changes are challenging for both educators and students.. This study aims at finding students’ preferences toward online English Language Learning and teaching during the Covid-19 pandemic. The participants of the study were 54 Language Department students at the State Polytechnic of Bengkalis. The research was conducted in a descriptive method. Data and information were gathered through a 5-point Likert scale Google form survey adapted from Coman, et.al (2020). The questionnaire covered students’ technical condition, students’ technical skills / learning styles, lecturers’ technical skills / teaching styles, student’s ability to assimilate and learn while learning online. The data were analyzed using Statistical analysis application; The Statistical Package for the Social Sciences (SPSS) to provide descriptive statistics. The study discovered that video conference platforms were the most preferable in online learning, and live video conference and discussion on chat/forums were the most favorable ones. It was also found that the satisfaction level toward online learning was low; face-to-face learning is still the most favorable. In addition, improvement on students’ technical condition, students’ technical skills / learning styles, lecturers’ technical skills / teaching styles were still needed. Therefore, appropriate utilization of video conference and forum discussion was a necessity. Finally, it is recommended to provide both lecturers’ and students’ training programs to promote better online learning and teaching.Keywords:Online learning; teaching ; pandemic

Students’ Attitude Towards Online English Language learning during COVID-19 Outbreak in the North Asia: a Case Study of North-Eastern Federal University

Students’ Attitude Towards Online English Language learning during COVID-19 Outbreak in the North Asia: a Case Study of North-Eastern Federal University

Understanding students’ self-regulated learning and anxiety in online English courses in higher education

There is presently little known about students' use of SRL strategies and anxiety levels and the effects on learning outcomes overall and for specific skills in fully synchronous online English classes. Thus, this study explored 171 first-year non-English major students at an autonomous university in Thailand who had completed their first fully online courses for 12 weeks taught by foreign English lecturers. As measures, online self-regulated learning, students' anxiety in English learning, and course outcomes were employed by means of a mixed-method design. The findings revealed students' high use of SRL strategies and their significant contribution to their online learning outcomes. Nevertheless, students' anxiety levels were not a significant predictor of learning outcomes and could not dictate SRL strategies in online classes. These findings occurred among female and male students equally. This study observed an instrumental role of SRL strategies in students’ online accomplishments in their first online learning experience. In conclusion, the current research highlights the crucial role of SRL strategies in online English language learning and provides valuable insights for language educators in designing effective pedagogical interventions. It suggests that SRL is not only important for achieving learning outcomes but also requires continuous monitoring and support from teachers and peers. Additionally, the study indicates that gender differences in SRL may not be significant in the context of synchronous online English classes. These findings have significant implications for the development of effective pedagogical practices for online language learning and underscore the need for further research in this area.

Students’ Perceptions Toward the Process of Online English Language Teaching and Learning

The adoption of online learning is one indication of increased technological empowerment in education. Teachers apply online learning to achieve learning goals even at a distance. However, the implementation of online learning falls short of educators' expectations. This study aimed to discover the perceptions of eleventh-grade students at SMA Taman Mulia and the challenges they confront during online English language teaching and learning. This study used an online survey to collect the data. From the data, 61% of students negatively perceived online English learning whereas 57% of students agreed that materials become harder to understand during online English language teaching and learning. Meanwhile, students gave positive perceptions regarding assignments and the teacher's explanations. The study also found that most students faced challenges such as incomprehension, lack of vocabulary and fluency, lack of communication, unmotivated, limited time, and low signal and internet quota. Therefore, it is clear that online English language teaching and learning require more focus in terms of both materials’ delivery and students’ challenges, particularly those related to understanding.

Use of English Language Learning Strategies in an Online Setting among High School Learners in Cameroon

Learning and acquiring English requires time, effort and commitment, under the best of circumstances. This language acquisition must go through stages. For speakers of other languages, especially those in secondary and high school, there is usually not enough time. In the context on online learning, the difficulties and challenges encountered by these learners are sometimes insurmountable. These learners need strategies and structure. This paper investigated the English language learning strategies that high school ESL learners use during online instructions and interactions. The respondents are secondary students at Government Bilingual High School, Santchou, a rural commune in Cameroon. During the Covid-19 pandemic, schools transitioned to online teaching. One hundred and eight (108) respondents completed a strategy inventory for language learning (SILL) questionnaire. The research used both quantitative and qualitative analyses. Analysis of the data collected shows that there is no significant difference in the use of English language learning strategies of the respondents in an online setting when grouped according to profile variables. In an online setting and studying on their own, the respondents rely on memory, cognitive, meta-cognitive, affective, and social and compensation strategies to various effects. The overall mean is 3.35. Compensation Strategies and Meta-cognitive Strategies are highly used, at 3.48 and 3.44 respectively. The least used were Social Strategies. The researcher concludes that there is a relationship between second language learning and acquisition and strategy inventory for language learning. The study hopes to improve English language curriculum, instruction, and teaching methods in an online setting. There should be a conscious effort to integrate learning strategies consistently during daily instructions. Future research should focus on online English language learning that integrates language-learning strategies.

Perceptions and attidutes of students towards online learning English in Kazakhstan

English language instruction is no exception to the recent surge in the popularity of online learning. The purpose of this study is to investigate how students perceive online English learning. 34 students who were presently enrolled in an online English language learning program from various educational institutions made up the sample for the survey, which was conducted. The poll used a 5-Point Likert scale to assess attitudes and was designed to find out how students felt about many facets of online English learning, such as its efficiency, practicality, engagement, and difficulties. The survey was sent to the students and an analysis of the data collected was gathered graphically to clearly represent their responses and opinions. According to the study's findings, almost 50% of the students had favorable opinions of online English learning, while the remaining students either had indifferent or negative opinions. The choice of study at the end of the study depended on the circumstances of each individual student and the requirements of the English course.

Challenges in online learning of English as a foreign language during the COVID-19 pandemic: Students’ perspective at Ajman University, UAE

The purpose of this paper was to explore the challenges of online learning of English as a Foreign Language (EFL) during the spread of COVID-19 from the students' perspective at Ajman University, UAE. The study used the descriptive approach. A questionnaire consisting of 26-items was distributed to a random sample of (282) students from different colleges who were studying online English Language courses during the pandemic. SPSS software was used to analyze the collected data. The results of the study indicated that the perspective of Ajman University students regarding the challenges of online learning of English as a Foreign Language (EFL) during the COVID-19 pandemic came at a high level, with an overall arithmetic mean of 3.54 and a standard deviation of 0.84. Students' responses varied by gender (in favor of female students) and by academic year (in favor of first year students). Additionally, the student academic evaluation (SAE) variable did not show statistical significance. The findings show that a deeper understanding of instructors' perspectives and experiences regarding the challenges of online English language learning is required. Likewise, developing EFL skills also requires a blended learning approach. The study recommended more understanding of instructors' perspectives and experiences concerning online English language learning challenges.

Korean College Students’ Perceptions and Readiness Towards Online English Language Learning Courses

This study explores learners’ perceptions and readiness before and after online English courses, focusing on Korean EFL college students. One-hundred and eighty-four first-year college students were assigned to high-, intermediate-, or low-proficiency groups. A background questionnaire, the Online English Learning Perceptions (OELP) scale, the Online English Learning Readiness (OELR) scale, and a diagnostic assessment of English competence were utilized in this study. The results indicate that the students’ proficiency levels played a large role in determining their perceptions and their readiness towards online courses. High- and intermediate-proficiency learners showed greater outcomes than lower-proficiency learners in terms of adaptability, knowledge acquisition, and ease of loading in the OELP as well as their own self-directed learning, learner control, and motivation for learning, which were measured using the OELR. This study also reveals that all groups displayed significant improvement in terms of English competence after engaging in online courses. Based on the findings, the current study suggests pedagogical implications and possible instructional strategies teachers can use in online language classrooms.

Conflicting Student Viewpoints about Online EFL Learning during the Covid-19 Pandemic: Focus on Effective Learning and Well-being

Due to the total shutdown caused by the COVID-19 pandemic, worldwide countries regardless of their development shifted instruction to the online learning method. This study aims to investigate the views of students in undergraduate studies about the impact of online (EFL) English foreign language learning on educational issues and well-being. Through questionnaires and focus group discussions, participants revealed their real sensitivities and views about online EFL learning, thus both quantitative and qualitative research methods are implemented in the present study. Their experiences showed the advantages that supported their needs during a certain period such as the pandemic, but also the challenges they went through during that time. The study presents social and educational implications that are directly related to technology and environmental conditions during online learning that affected the well-being of students. Results showed that shifting to online classes uncovered contradictory preferences among students regarding online learning and teaching. Finally, this study provides an overview, that in case the implementation of online or hybrid learning is requested again in the future, the necessary preparations that meet the educational and social needs of the students should be taken into account.

What’s Next? Challenges of Teaching English in the Post-Covid-19 Pandemic in Kuwaitu

The migration from the traditional teaching method to online learning has affected both learners and educators at all levels. In Kuwait, this switch is implemented during three semesters. In this paper, we examine the challenges that Teachers of the English Language face today in Kuwait Post COVID-19. After the temporary on-learning that lasted three semesters, the current study investigates the impact of English language skills on school learners. The survey of the current study consisted of a total of 58 English female government secondary school teachers. While other studies have focused on the challenges that learners faced during this pandemic, this study chiefly concentrates on government teachers. The significance of this paper is to provide remedial plans to respond better to emergencies. The main question of this study is ‘What are the challenges that governmental ESL teachers faced during the pandemic? And what are the remedial plans that could be implemented? To answer these questions, a mixed methodology is used to achieve the research goal in which data are collected through an open-ended questionnaire and by interviewing three randomly selected participants. Teachers’questionnaire (closed-ended) and semi-structured narrative interviews revealed that COVID-19 has a positive and negative impact on English language skills. The effects of online English language learning on secondary school students in Kuwait result in a poor level of proficiency that teachers would need to improve. There are numerous challenges facing English Language teachers in the traditional classroom and remedial plans are being implemented to fix the impact that the pandemic left on students’ language skills.

Challenges of Online English Language Teaching and Learning at Secondary Schools in Bangladesh

Virtual classrooms manifest a burgeoning pedagogic instrument in current English language teaching and learning contexts around the globe; the use of which was significantly increased with the onset of the COVID-19 pandemic crisis. Such practices can also be traced to the secondary-level educational context in Bangladesh. Alike the traditional classroom, these virtual classrooms are not without challenges. To unravel such challenges of online English classes at the secondary level in a developing country context like Bangladesh, a qualitative research framework was used in this research. As such, the current study utilized qualitative data collection instruments to collect in-depth information about the individual, course, contextual and technological challenges of online English language education at the secondary level in Bangladesh, based on Anderson and Grönlund’s (2009) conceptual framework of online education in developing countries. The data was collected from both the learners and the facilitators of such online English language classes and analyzed based on the codes from the conceptual framework of the study. Moreover, data regarding the pedagogic participant-oriented suggestions to encounter such challenges were also collected and analyzed. The findings of the study highlight a range of different pedagogic and contextual challenges in relation to online English education in a developing country context like Bangladesh and draw on its implication to address policy issues as well as pedagogic practices

ELT in Covid-19-Augmented-Technological-Educational Ambience at the Private Universities in Bangladesh

This study aims to examine students’ obstacles encountered and the modifications they recommended in English language teaching and learning at private universities in Bangladesh during the COVID-19 pandemic. Applied mixed-method approach comprised of both qualitative and quantitative research methods. The findings of the study show that all participants go through virtual English language learning during the COVID-19 lockdown and the majority of them mention the difficulties to adopt a new approach in ELT suddenly, unstable network connection, costly internet data package, unskilled teachers, load shedding, mental stress, teachers’ and students’ lack of technological skills, not having technological devices and sense of remoteness as the prevailing disadvantages they face in online English language learning during COVID-19. This study also recommends that university authorities should train students and teachers concerning technological devices and uninterrupted internet network and power supply, high-speed internet, and fair assessment should be ensured. The prevalent result of the study is that online English language teaching and learning at private universities in Bangladesh require considerable pedagogical and technological modifications.

Learner’s Attitude in Learning English Language towards Online English Language Teaching at Intermediate Level in Sargodha

The Internet has a never-ending race in the 21st century. The topic of this study was the learner’s attitude toward learning English towards online English language teaching at an intermediate level in Sargodha. The main objectives of this study are to acquire the learner’s attitude towards online English language learning and whether they are ready or not to learn online English Language. This research was a mixed method in nature. Two research questions were designed what is the attitude of teachers toward online English language teaching to the intermediate learner at an intermediate level? What is the learner’s attitude towards online English language learning, whether they are ready or not to learn online English Language at an intermediate level? The answer to the first research question was found with the help of an empirical argument. The empirical ground proved that online learning could be initiated parallel to campus-based learning in private sector colleges of Sargodha. A questionnaire was based on the Likert scale to find the answer to the second research question. 135 students were selected as a sample out of the population. Descriptive and inferential statistics were applied to the collected data. The results of the descriptive analysis revealed that all the students believed that online English learning language learning is beneficial for all the students at an intermediate level of private-sector colleges of Sargodha. This valid research activity is replicable for the future researcher to make future explorations in this area.

Egyetemi nyelvi képzés a Közép-Duna Menti Térségben

University language training in the Middle Danube RegionZoltán KoltaiThe University of Pécs provided in 2021, in connection with the Paks II project, online English and Russian language learning, free of charge, for adults living or working in the settlements of the Middle Danube Region, or in the towns Bonyhád and Dombóvár. The aim of the programme was thepreparation of the inhabitants or the labour force of the area for personal communication with the foreign employers and their family members arriving for the implementation of the Paks II investment. The implementation of the training took place with the involvement of language teachers provided by two faculties of the University of Pécs: the Faculty of Humanities and SocialSciences and the Faculty of Cultural Sciences, Education and Regional Development. The paper demonstrates the major steps of the organisational process of the programme, with special emphasis on the challenges related to online implementation, and also focuses on the achievements.