Online English Learning Research Articles

Metacognition, Self-efficacy Belief, Language Learning Motivation, and Perceived Progress in Online English Learning: A Cross-lagged Analysis

Metacognition, Self-efficacy Belief, Language Learning Motivation, and Perceived Progress in Online English Learning: A Cross-lagged Analysis

The impact of teachers' emotional support on EFL learners' online learning engagement: The role of enjoyment and boredom

Learning engagement is acknowledged as a vital proxy for evaluating the quality of online education, and teachers' emotional support, as an essential component of social support within the educational environment, positively influences learners' online learning engagement. The present study draws on Person-environment Interaction Model and Broaden-and-Build Theory to investigate the effect of teachers' emotional support on online learning engagement for English as a Foreign Language (EFL) learners and the mediating roles of academic emotions, specifically enjoyment and boredom. A questionnaire survey was conducted among 411 Chinese college EFL learners who were selected through convenience sampling. The results revealed that teachers' emotional support was not a direct predictor of online learning engagement but indirectly affected it through the mediating role of enjoyment and the serial mediating roles of both enjoyment and boredom. Additionally, the mediating effect of enjoyment was much stronger than the chain mediating effect of enjoyment and boredom. Teachers should pay more attention to facilitating learners' enjoyment and relieving their boredom, which would enhance the positive impact of teachers' emotional support on online learning engagement. These results have some pedagogical implications for improving students' online English learning engagement and enhancing the quality of sustainable online education.

THE EIGHTH GRADERS’ PERCEPTION ON SPEAKING ONLINE LEARNING DURING COVID-19 PANDEMIC IN SMP IT MISYKAT AL-ANWAR

This research examines how students perceive online English learning as well as the advantages and disadvantages of online learning during the Covid 19 pandemic. Moreover, speaking skills require a lot of practice so that students are fluent in English. However, with the Covid-19 pandemic, all learning activities are carried out online. The problem of this research is how the students perceive online English learning and its advantages and disadvantages. The researchers used qualitative methods. Result of this research shows that learning to speak online through media such as Google Classroom, Google Meet, and Zoom makes students enjoy learning more because the material can be accessed from anywhere without having to come to school. The disadvantages are, that many students experienced material that was not conveyed, felt monotonous, and also that the network signal was inadequate for smooth learning.

Online English Teaching and Learning in Higher Education: Lessons from Chinese College Students

Aim. The current study aims to investigate Chinese students' perceptions and experiences with online English learning, as well as their recommendations for future online English courses. Methods. This study included 383 Chinese college students and was conducted using a mixed-methods, sequential explanatory research design. A survey questionnaire and semi-structured interviews were used to collect data from the students. The collected data was analyzed both statistically and thematically. Results. The findings provided useful insights into the strengths and areas for improvement in current online English learning practices. Despite widespread comfort and satisfaction with online learning platforms, concerns about the digital divide, engagement, interactivity, and assessment integrity call for a more nuanced approach to online course design and delivery. Conclusion. Students highlighted several recommendations for future online English learning, including a desire for more interactive sessions, better management of student needs, diversification of learning activities, emotional support and motivation, and enhancing online exam integrity. Cognitive value. This study offers some pedagogical implications for infrastructure, the learning environment, teaching methods, and approaches to online assessments. It also advocates for a rethinking of how online courses are designed and taught to meet the changing needs of students in the digital age.

Examining the Quality of English Online Learning Using the D&M Information System Success Model

Examining the Quality of English Online Learning Using the D&M Information System Success Model

Reflecting on the Implementation of Online English Learning in Islamic Higher Education

The penetration of technology into education has rebounded since the emergence of the COVID-19 pandemic era, especially in bridging the practice of online learning in schools and universities. Reflecting on the practice of online learning, teachers and students give various perceptions. Some benefits and obstacles are mentioned. This descriptive study focused on investigating the perception of lecturers and students toward online language learning in Islamic higher education. The data were collected from teachers and students in three Islamic Higher Education, namely the State Islamic Institute of Palopo, the State Islamic Institute of Bone, and the State Islamic University of Makassar. The questionnaire was used to collect data from 12 lecturers and 86 students participating. In contrast, the interview was used to gain more profound information about the lecturers’ experience and opinions about implementing online learning. From both the questionnaire and the interview, the writers concluded that Lecturers and students in Islamic higher education in South Sulawesi have a positive view of online EFL learning. They value the flexibility, access to resources, and networking opportunities it provides. Students appreciate the ability to manage their learning independently, connect with diverse learners, and engage with various language aspects. However, there's a need for improvements in technology familiarity, stable internet access, access to online learning equipment, and pedagogical training for lecturers to enhance the online learning experience further.

Senior High School Students' Perceptions on the Effectiveness of Online English Learning during Covid-19 Pandemic: A Survey Research

Senior High School Students' Perceptions on the Effectiveness of Online English Learning during Covid-19 Pandemic: A Survey Research

If I Enjoy, I Continue: The Mediating Effects of Perceived Usefulness and Perceived Enjoyment in Continuance of Asynchronous Online English Learning

Although possessing flexibility and accessibility, asynchronous online courses suffer from high attrition and cause unsatisfactory learning performance, leading to a pressing need to understand factors influencing learners’ continuance of learning intention. Based on the expectation confirmation model, this study investigated perceived enjoyment as an extended variable to unpack the mediating effects of perceived usefulness and perceived enjoyment on the relationship between confirmation and continuance intention. Quantitative data from 254 learners enrolled in asynchronous online English courses were obtained for data analysis. Results indicate that confirmation significantly and positively affects learners’ continuance intention to take the asynchronous online English courses. Perceived usefulness and perceived enjoyment significantly mediate the relationship between confirmation and continuance intention. The total indirect effect of confirmation on continuance intention through perceived enjoyment and perceived usefulness and the combination of perceived enjoyment and perceived usefulness was 55.52%. Additionally, interviews with five learners revealed that despite limited real-time interaction, they highly value asynchronous online courses given that they promote self-regulated learning, offer choice freedom, foster a sense of achievement, and reduce anxiety and embarrassment risks that trigger their learning enjoyment. This study provided deep insights into factors influencing EFL learners’ decisions in asynchronous learning. Instructors are suggested to improve the quality of courses, provide timely feedback, and design tasks to improve learners’ perceptions of enjoyment and usefulness to further improve learners’ confirmation of online courses and their continuance intention to engage in online synchronous learning.

Buoyancy and engagement in online English learning: The mediating roles and complex interactions of anxiety, enjoyment, and boredom

Academic buoyancy is a positive trait that has recently received extensive attention. Given the positive psychology turn in SLA, exploring interactions among academic buoyancy, emotions, and online English learning engagement (OELE) is crucial for students’ growth. However, their relationships remain under-investigated. Therefore, we combined structural equation modeling (SEM) with psychological network analysis (PNA) to elaborate the relationships among these variables within 442 Chinese EFL learners. SEM indicated that buoyancy significantly positively predicted enjoyment and OELE, and negatively predicted anxiety and boredom. Enjoyment significantly positively predicted OELE, whereas anxiety and boredom negatively predicted OELE. Furthermore, anxiety, enjoyment, and boredom significantly mediated the relationship between academic buoyancy and OELE. PNA showed that engagement occupies the central position in the network. Academic buoyancy serves as a bridge, connecting emotions and engagement. The current study is committed to providing novel insights into research methods and online instructional design for foreign language teaching and learning.

The Impact of Technology on the Motivation of English Language Learners in Online Settings

As online learning continues to gain prominence, understanding the factors influencing learner motivation in virtual environments becomes crucial. This study aimed to investigate the impact of technology and circumstantial factors on the motivation of English language learners engaged in online settings. Through an online questionnaire, data will be collected from approximately 20 participants at Taif University or via crowdsourcing platforms. The questionnaire employed a five-point Likert scale to assess learner motivation and gather ratings on ten factors: five technology-related (device age, speed, display, audio quality, mobility) and five circumstantial (device availability, proficiency, commuting feasibility, external responsibilities, interest in the field). Statistical analysis using Spearman's correlation was conducted to examine the relationships between these factors and motivation. The research revealed that device and internet speed stood out as the most crucial technological determinant of student motivation, with a strong positive correlation coefficient of 0.63. The quality of audio during online lessons also emerged as significant, with a moderate positive correlation of 0.43 with motivation. Interestingly, device mobility did not exhibit a notable correlation with student motivation. Regarding circumstantial factors, students' general interest in pursuing the degree requiring online English learning was the most influential factor affecting motivation, with a strong positive correlation coefficient of 0.53. Students' proficiency in using devices for online learning was another crucial factor, showing a moderate positive correlation of 0.4 with motivation. Unexpectedly, proximity to educational institutions did not correlate significantly with motivation for online learning. However, students with additional responsibilities tended to be more motivated, potentially due to the flexibility of online education.

Students’ affective engagements in peer feedback across offline and online English learning environments in Thai higher education

This study investigated the effectiveness and dynamics of peer feedback in online and offline learning environments, focusing on English as a Foreign Language (EFL) students’ affective engagement and its impact on learning outcomes. Utilizing an explanatory sequential mixed methods design, the research divided participants into groups that studied through Zoom and traditional classrooms over 12 weeks, analyzing their engagement with peer feedback. Data were gathered from Likert-scale and open-ended questionnaires, along with performance scores on key tasks, and analyzed using descriptive statistics, t-tests, linear regressions, and thematic analysis. The findings indicated that students valued peer feedback in both settings, with online learners showing higher engagement levels. However, this engagement did not translate into improved writing skills, highlighting the need for further research into other factors that could enhance EFL writing proficiency.

Students’ Flow Experience of Using AI-Powered Online English Learning Platforms

Objectives: This research aims to explain the impact of flow’s antecedents on flow experience. Furthermore, this research explores the intention of students to continue using online AI-powered English learning platforms. Methodology: This study gathered data from 300 online students enrolled in AI-powered English learning platforms in Taiwan, with data collection facilitated by a research company in the country. Findings: According to the findings, flow was significantly associated with continuous intention. In terms of antecedents of flow, information quality, service support quality, and intrinsic motivation were significant, whereas confirmation, service quality, and instructor quality were not significant. Flow was found to have significant associations with perceived usefulness and satisfaction. Furthermore, confirmation significantly impacted perceived usefulness and satisfaction. Moreover, perceived usefulness was significantly associated with satisfaction but had no association with continuous intention. Lastly, both intrinsic motivation and satisfaction were associated with continuous intention. Novelty/Improvement:This research delves into the dynamic interplay between students' experiences and the adoption of AI-powered online English learning platforms. The study employed a comprehensive framework, including flow, a technology acceptance model, motivation, and an expectation confirmation model. Doi: 10.28991/HIJ-2024-05-02-011 Full Text: PDF

Students’ Perceptions of Online Learning in Writing Descriptive Text on Students of the Faculty of Economics and Business, Mahendradatta University

The purpose of this study was to determine the students' perceptions of online learning in writing descriptive text, which included recognize, make stimuli, experiences, knowledge, motivation, social interaction, understanding, acceptance, responses, and future solutions regarding online learning itself in on students of the Faculty of Economics and Business, Mahendradatta University for third semester, which was done by the english lecturer. In this study, a descriptive qualitative research design was used. An english teacher and 45 students who had completed online learning participated in this study. The teacher's utterances and questionnaire answer sheets were used as data sources in this study. The data was gathered through interviews with the teacher and the distribution of a Google Form questionnaire to the online learning students. According to the findings of the interview, perception related to the teacher explains english material well through online learning with a percentage of 62,9%. It can be concluded that students' perceptions of online English learning during the Covid-19 pandemic are positive and can be effectively implemented.

TEACHERS’ PERSPECTIVES ON THE USE OF MOBILE APPLICATIONS FOR LEARNING ENGLISH

TEACHERS’ PERSPECTIVES ON THE USE OF MOBILE APPLICATIONS FOR LEARNING ENGLISH

Course Evaluation and Improvement Based on Association Rule Mining in English Online Teaching and Learning

Association rule mining in English online teaching and learning involves the analysis of patterns and relationships within large sets of data to uncover meaningful insights that can enhance the teaching and learning experience. By examining student interactions, performance data, and usage patterns on online learning platforms, educators can identify correlations between different learning activities, student characteristics, and learning outcomes. This paper explores the application of the Frequent Pattern System Modelling Association Rule (FPSMAR) in the realm of online English teaching and learning. FPSMAR offers a data-driven approach to analyzing student interaction data, uncovering meaningful patterns and associations between different elements of the online learning environment and student outcomes. Through the analysis of association rules and frequent patterns, educators gain valuable insights into effective instructional strategies, learning patterns, and areas for improvement. The study presents association rules indicating relationships such as the correlation between multimedia resource usage and high language proficiency or active online discussion participation and enhanced speaking ability. The study reveals association rules indicating strong relationships, such as a correlation coefficient of 0.80 between multimedia resource usage and high language proficiency, or a confidence level of 0.85 indicating enhanced speaking ability through active online discussion participation.

An Empirical Study of Adaptive Learning Algorithm Based on Intrinsic Motivation in English Online Teaching and Learning

An empirical study of adaptive learning algorithms based on intrinsic motivation in English online teaching and learning delves into the intersection of technology and motivation in language education. By investigating how adaptive learning algorithms can leverage intrinsic motivation factors, such as personal interests and curiosity, researchers aim to optimize online English instruction for individual learners. This paper introduces Weighted Feature Clustering Adaptive Learning (WFCAL) as a novel approach to optimizing English teaching and learning processes. Traditional methods of instruction often fail to address the diverse needs and learning profiles of students, leading to suboptimal outcomes. WFCAL offers a solution by dynamically adapting instructional content based on the individual characteristics of learners, thereby creating personalized learning experiences. Through the application of WFCAL, significant improvements in language proficiency have been observed across various skill domains, including vocabulary, grammar, and reading comprehension. The algorithm clusters learners into groups based on their proficiency levels and adapts instructional delivery to cater to the specific needs of each cluster. This approach promotes engagement, motivation, and efficacy in language learning, leading to enhanced outcomes. learners in Cluster 1 showed an average increase in vocabulary knowledge from 65 to 80, while learners in Cluster 2 demonstrated an improvement from 70 to 85 in grammar understanding. Additionally, reading comprehension skills improved by an average of 10 points across all clusters. The algorithm clusters learners into groups based on their proficiency levels and adapts instructional delivery to cater to the specific needs of each cluster.

Impacts of Online Studies Including Various Concept and Doubt for English Education in China.

The outbreak of Covid-19 has led to the need for institutions to provide online learning to their students. In this context, it is important to understand the views of both students and teachers regarding online classes. This study aims to explore the opinions of English teachers and students in vocational colleges in China about online English learning. A convenience sampling technique was used in the study. Data was collected using a questionnaire survey from the respondents. Data were analyzed using SPSS statistical software. Focused on the perceptions of English teachers and students in vocational colleges about online English learning. The results of the study revealed negative perceptions of both students and teachers about vocational English education in an online learning environment. This study highlights the importance of addressing both teachers' and students' negative feelings about online learning. The findings of this study are useful for educators and academic departments in improving the online learning experience for vocational students. It also emphasizes the need for effective implementation of ICT modules to improve the quality of online education. The study suggested that ICT modules should be implemented in various media platforms and applications to improve the quality of online learning by academic departments. Overall, this study emphasizes the importance of understanding stakeholder perceptions in online learning environments and provides insights for improving the quality of online education.

THE COMMUNITY OF INQUIRY FRAMEWORK IN ONLINE ENGLISH LEARNING: INSIGHTS FROM INDONESIAN CULTURAL CONTEXTS

This research is grounded in the theoretical foundation of the Community of Inquiry (CoI) Framework, exploring its application within the context of Indonesian cultural values in English education. The objective of this case study is to examine how English instructors adapt their teaching strategies to the challenges of online learning. The research design employs a qualitative approach, centered on interviews with three instructors from an English department at a private university in Jakarta. The participants, representing a small but focused population, were selected through a reputational purposive sampling technique, based on nominations from students who identified them for their effectiveness and expertise in online English learning. Data collection involved in-depth interviews, providing insights into the instructors’ perspectives and experiences. The analysis involved a thematic examination of teaching, cognitive, and social presence in the CoI framework. Findings show a robust teaching presence and a significant cognitive presence. Notably, social presence, crucial to CoI, subtly aligns with Indonesian hierarchical culture. This study underlines the complex relationship between CoI and cultural factors in online education. It suggests incorporating pedagogies aligned with local cultural values to improve engagement and outcomes in Indonesian online English learning.

Structural Relationship among Teacher Support, Academic Self-efficacy and College Students' Learning Engagement in Online English Learning

Structural Relationship among Teacher Support, Academic Self-efficacy and College Students' Learning Engagement in Online English Learning

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