Willingness Of Learners Research Articles

INTEGRATING OPEN DISTANCE LEARNING IN HIGHER EDUCATION INSTITUTIONS AS A TRANSFORMATIVE SHIFT IN TEACHING AND LEARNING

Background and Purpose: The threat brought about by Coronavirus or Covid-19 had made a huge impact not only on the economic, tourism, and health sectors, but it also hardly hit the education system of the world at large. Specifically, this pandemic crisis has caused higher education institutions (HEIs) to abruptly shift to open distance learning (ODL) as a response to the call for continued education despite the global health threat.
 
 Methodology: Using quantitative approach and purposive sampling that led to soliciting good responses from 320 respondents from both private and public HEIs in Melaka, this study explains the reality, the readiness and willingness of learners and lecturers have experienced in ODL.
 
 Findings: Findings indicate that technology use in ODL teaching and learning offers a lot of opportunities for both learners and lecturers. The instructors and learners perceived that ODL is effective with the use of technology merging the old and the new. Three aspects were indicated from this study namely 1) interaction between learners or among themselves as peers and 2) technical support and 3) pedagogical demands. Nonetheless, there were some challenges faced by both lecturers and learners such as; unreliable internet access, high costs associated with bandwidth, technophobia and inadequate pedagogical skills of online lecturers found from this study too.
 
 Contributions: Thus, it is deemed important to identify and understand learners’ experiences in an online education technology course facilitated through various digital platforms. It is time we accept blended learning if not ODL. Blended learning has grown in use across HEIs to replace traditional classroom learning.
 
 Keywords: Blended learning, continuity, digital, open distance learning, fundamental shifts.
 
 Cite as: Hoo, F. J., Mohd Amin, M. N., Raihan, I., Mohd Faeez, I., Mohd Izzuddin, M. P., & Nur’Ain, M. (2024). Integrating open distance learning in higher education institutions as a transformative shift in teaching and learning. Journal of Nusantara Studies, 9(1), 121-138. http://dx.doi.org/10.24200/jonus.vol9iss1pp121-138

Individual Factors Affecting Learner’s Willingness to Speak in EFL Classroom

This qualitative study aims at investigating what individual factors affecting learners Willingness to Communicate (WTC) in EFL classroom. Data were gernered using reflection which were distributed to 15 learners of the fifth semester at the English Education program in one of universities in Southeast Sulawesi. The researcher analyzed the learners’ reflection using thematic analysis (TA) through coding the data by underlining code and conceptual framework of WTC. The study result shows that several individual factors were identified as having an influence on learners’ willingness to speak, including perceived opportunity to communicate, emotions, interest, anxiety, feeling of insecurity, self-confidence, L2 proficiency and personalities. This study implies that these nine individual factors were found to be influential in effecting students’ WTC in English in this particular study, and the teachers need to pay more attention to these factors in providing instructions in EFL classroom.Keywords: English foreign language classroom; English foreign language learners; individual factors; willingness to communicate.

A multimodal translingual approach to study a young learner's willingness to communicate

AbstractContrary to prevailing research on willingness to communicate (WTC) which treats spoken second language (L2) as the predominant indicator of WTC, this study examines a young English as a second language (ESL) learner's WTC expressed through multimodal means and her utilization of multimodal and multilingual resources for mediating WTC in translingual environments. Data were collected from videotaped ESL lessons and an interview. Adopting a multimodal conversation analysis (CA) approach, this cross‐disciplinary study analyzes the ESL novice's WTC expressions in two communicative settings: small‐group interactions in ESL class and a multilingual triad conversation in an interview. Findings reveal that (1) gestural WTC display can signify more than one's intention to enter discourse, (2) contrary to previous WTC studies, first language (L1) use can indicate L2 WTC, and (3) the learner used diverse semiotic resources to mediate WTC and sustain discursive engagement. Implications are discussed with respect to the findings. This study extends the understanding of WTC beyond spoken L2 expressions, emphasizing embodied display and L1 use in the learner's communicative repertoire. Additionally, it sheds light on the learner's strategic use of multimodal resources to sustain engagement in translingual environments, contributing to the broader field of language education and multimodal analysis.

Help-seeking matters for online learners who are unconfident

Online help-seeking refers to a learner's willingness to seek help in online learning environments. Counterintuitively, studies of help-seeking have found mixed results for the relationship between help-seeking and academic achievement. We hypothesized that these mixed findings might, in part, be accounted for by the confidence level of the learner. Utilizing a sample of 321 online university students (M = 32.78 years; SD = 9.53), we explored the moderating effect of self-efficacy in the help-seeking–academic achievement relationship. Aligned with the vulnerability hypothesis, when online learners were confident, they engaged in help-seeking more often than learners with low confidence. Importantly, however, when online learners were unconfident, we found that help-seeking behaviors were positively associated with academic success. Confident learners did not appear to gain any academic performance benefit from using help-seeking strategies. Our study highlights help-seeking's potential importance in improving academic success for our least confident learners, with no impact on confident learners.

Applying Commemorative Museum Pedagogy to Public Music Studies

Applying Commemorative Museum Pedagogy to Public Music Studies

Teacher communication and learner willingness to communicate in English as a foreign language: a structural equation modeling approach

PurposeThis study aims to propose and test a model that examines the potential connections between two teacher situational variables (teacher immediacy and credibility) and three learner affective factors (motivation, attitudes and communication confidence) and to examine how such associations predict learners’ L2WTC (Foreign/second language willingness to communicate) in a language class via a comprehensive communication model to structurally verify the theoretically based associations among these variables.Design/methodology/approachIn total, 214 females and 198 males took part in the study with age range between 19 and 38 years. Participants filled in a verified, translated Arabic version of the questionnaires using an online questionnaire. Data were gathered using questionnaires and were analyzed using descriptive statistics, confirmatory factor analysis, path analysis and sequential mediation analysis using bootstrapping methods to identify and verify direct and indirect paths in the model.FindingsThe initial L2 communication structural model showed acceptable goodness of model fit. Teacher credibility and immediacy behaviors only indirectly predicted L2WTC through the mediation of affective variables. Motivation and communication confidence mediated the relationship between credibility and L2WTC, while the association between immediacy and L2WTC was mediated by communication confidence.Originality/valueThe findings of this study have important pedagogical implications globally for professions related to communication instruction, especially with regard to teacher credibility behaviors and particularly for practitioners and beneficiaries in EFL contexts where learners are widely acknowledged for their unwillingness to communicate in foreign language classes.

Modeling the relationship between classroom emotions, motivation, and learner willingness to communicate in EFL: applying a holistic approach of positive psychology in SLA research

ABSTRACT This study utilises a holistic approach of positive psychology (PP) in the second language acquisition (SLA) domain to test a model of willingness to communicate in English language (L2WTC) among 328 Saudi learners. The model examines how potential connections among learners’ negative emotions (anxiety and boredom), positive emotions (enjoyment and grit), and motivation have a positive effect on learner L2WTC. Questionnaire data were analyzed using a partial least squares structural equation modelling (PLS-SEM) analysis to identify and verify direct, indirect, and total effects in the model. The final model adequately fit the data. All learner emotions except boredom significantly directly predicted L2WTC. The strongest direct predictors of L2WTC were motivation, followed by anxiety. Grit directly affected motivation, and enjoyment mediated the relationship between motivation and L2WTC. Significant negative direct paths were detected from anxiety to motivation, enjoyment, and grit, and indirect paths from anxiety to L2WTC were shown through the mediation of these variables. Anxiety had the largest total effect on L2WTC, followed by motivation. These findings support the feasibility of a holistic perspective of PP in the SLA by which positive and negative emotional/affective variables can inherently interact to account for L2WTC via classroom pedagogical interventions for emotion regulation.

A Multimodal Analysis of Iranian EFL Learners Willingness to Participate in Collaborative Tasks: A Conversation Analysis Approach

A Multimodal Analysis of Iranian EFL Learners Willingness to Participate in Collaborative Tasks: A Conversation Analysis Approach

Understanding socio-technological challenges of smart classrooms using a systematic review

Smart classrooms are paradigm innovations for enhanced learning behavior in digital learning environments. These environments offer benefits for inclusive and virtual learning, underscoring the need for assessments of current practices. Although research on smart classrooms propose models and systems for enhancing socio-technological integration, knowledge on socio-technological challenges of smart classrooms remains limited. This article applies a systematic review methodology in line with the PRISMA protocol and analyzes current social and technological challenges based on 105 articles published between 2000 and 2019. The review identifies social challenges that facilitate personalization for external factors and teaching methods, stimulate learner-oriented content, instructor, peer, and technology forms of engagement, and boost interactivity depending on the willingness of learners and instructors. The review also finds technological challenges that concern designing learning environments and integrating intelligent systems, analytical tools and analysis, system models and ontology, and mobile and social media applications. The review suggests areas for future research involving smart classroom design for continuity and consistency, quality attributes of smart classrooms, efficiency and sustainability of smart classroom infrastructure, and the development of a smart classroom modelling language.

Relationships Between Foreign Language Anxiety and Willingness to Communicate Among Japanese EFL Learners

Language learning can be stressful for learners when they are required to communicate with classmates using the target language. In such situations, high-anxious learners often feel frustrated compared to low-anxious learners. Feelings of language anxiety may obstruct learner’s willingness to communicate (WTC). However, not many studies have elaborated straight-forward relationships between these two variables. Thus, this study seeks to ascertain: 1) the correlations between language anxiety and WTC, 2) the differences of WTC between high-anxious and low-anxious learners, and 3) learner willingness to use the four skills in English. A total of 145 university students participated in this study. Results indicated the significant negative correlation between language anxiety and WTC. Results of the t -test indicated significant differences in WTC scores among high-anxious and low-anxious learners. As a result, the negative relationships between language anxiety and WTC as well as a clear contrast in high- and low-anxious learners’ WTC were established.

The Study of Intention to Learn in Game-Based Learning With a Smartphone

Fun games can generate a flow experience for players, and further increase their willingness to continue gameplay. However, an important issue that has long concerned educators and game developers is how to incorporate learning subjects into games and achieve the goal of learning through play. This study designed an English blockade-running game based on Greek and Roman mythology, and proposed a research model to predict future willingness of learners to use game-based learning with smartphones after flow experience. A total of 376 college students participated in this study. Data analysis revealed that the model achieved a good fit, and most hypotheses were supported. Finally, this study will further discuss and explain these phenomena in the educational setting, and also make suggestions for future development.

Maximizing learning and creativity: Understanding psychological safety in simulation-based learning

Psychological safety refers to the belief that one can express oneself without fear of the negative consequences or feedback that their speech, comment, or action might generate. It is about the willingness of learners or workers in an organization, in expressing themselves physically, cognitively, and emotionally. Psychological safety is very dynamic and will continue to evolve and change, with the interplay of a variety of external and internal factors affecting the individual, the organization, or the community. It is also closely linked to the culture in the organization, the institution, or the department. It has become a new norm, especially in high-frequency, high-intensity, and high-performance institutions and workplaces, that psychological safety must be mainstreamed and should not be just an incidental element. It also serves as a foundation for effective learning. When people feel safe and comfortable, they are more open to development, growth, and negotiating change. This is a current opinion piece by the author, who is the Director of The SingHealth Duke NUS Institute of Medical Simulation in Singapore. This is the largest and most comprehensive facility in Singapore, which is also the largest in South-East Asia. It has accreditation by the Society for Simulation in Healthcare. The paper is unique in sharing the perspectives of psychological safety in simulation-based education as well as many of the issues related to culture, which can trump strategy. Characteristics and attributes for facilitators, team training and dynamics, as well as the issue of power and hierarchy are also addressed.

Indonesian EFL Prospective Teachers’ Intention to Perform (ITP) in the English Language: A Preliminary Study

The study of behavioural intention in social psychology has been shifting towards language learning and education. However, the state and determinants of behavioural intention in language learning performance remains under explored, particularly in the context of Indonesian EFL teachers. This study aims to investigate the nature of the behavioural intention of prospective Indonesian EFL teachers to perform in the English language, otherwise known as their intention to perform (ITP) and elicit the construct factors affecting the ITP. This study involved 76 participants taken randomly from the population of 85 fourth year undergraduate students of the English Education Department in one Indonesian State University. Data were collected using valid and reliable questionnaires and were analysed with descriptive statistics and single and multiple regression tests. Before the regression tests, prerequisite tests of normality, homoscedasticity, linearity, and multicollinearity were administered. This study revealed that prospective Indonesian EFL teachers had extremely high intention to perform in the English language. Those zealous intentions had two antecedents: one’s beliefs or feelings toward the English language – and of the feelings predominated the beliefs. Importantly, this study showed that collective judgement, targeting both beliefs and feelings about the language, could provide the impetus for prospective Indonesian EFL teachers to perform in the English language, more than partial judgement did. Consequently, to increase the willingness of learners to perform the target language, teachers must optimise the learners’ target language beliefs and feelings uniformly and concurrently. Keywords: behavioural intention; target language belief, target language feeling, EFL teacher education; social psychology

On the Relationships among EFL Learners Willingness to Communicate, Communication Apprehension, Self-Perceived Competence and Emotional Intelligence

This study focused on the relationships among language learners' communication-related variables including willingness to start a communication (WTC), self-perceived communication competence (SPCC), communication apprehension (CA) and different subcomponents of emotional intelligence (EI). To this end a battery of questionnaires (WTC=20 items, Personal Report of Communication Apprehension (PRCA=24), SelfPerceived Communication Competence (SPCC =12), Emotional quotient inventory (EQI=133)) were distributed among 340 randomly selected Iranian EFL learners in Yasuj, Iran. Correlation and regression analyses showed that EFL student' EI dimensions were correlated with their WTC, SPCC, and CA. All five EI dimensions were found to be positively and significantly correlated with WTC (at p<0.01). On the contrary, the correlation among EI constructs and CA were all negatively significant. Moreover, EFL learners' EI dimensions could significantly predict their WTC and other communication related variables. Findings of the study would have implications for both practicing and prospective teachers.

Research on the Impact of Barrage Video on the Continuance Intention of E-Learning Platform

Traditional e-learning platforms have problems such as low completion rate of courses, high platform dropout rate, and a lack of willingness of learners to continue to use. And barrage videos provide a new form of interaction for e-learning platforms. This paper, based on Expectation Confirmation Model of Information Systems Continuance (ECM), proposes the theoretical model of the impact of barrage video on the willingness to use e-learning platform, which adds to two variables of perceived pleasure and perceived presence and is verified by data crawler of learning video barrage. The results show that the barrage video positively affects the online learner's perceived pleasure, perceived presence and perceived usefulness, thereby increasing learner satisfaction and product willingness to continue to use.

The Analysis of Physics Learning in Senior High School of Semarang Based on The Scientific Approach and Assessment

Physics Learning in Curriculum of 2013 is closely related to the implementation of scientific approach and authentic assessment in learning. This study aims to analyze the implementation of scientific approaches and authentic assessment in physics learning, as well as to analyze the constraints of scientific approach and authentic assessment in physics learning. The data collection techniques used in this study are questionnaires, observations, interviews, and documentation. The calculation results used are percentage techniques and analyzed by using qualitative descriptive approach. Based on the results of research and discussion, the implementation of physics learning based on the scientific approach goes well with the percentage of 84.60%. Physical learning activity based on authentic assessment also goes well with the percentage of 88%. The results of the percentage of scientific approaches and authentic assessment approaches are less than 100%. It shows that there are obstacles to the implementation of the scientific approach and the constraints of authentic assessment. The obstacles to the implementation of scientific approach include time, heavy load of material, input or ability of learners, the willingness of learners in asking questions, laboratory support, and the ability of students to process data. While the obstacles to the implementation of authentic assessment include the limited time for carrying out of authentic assessment, the components of the criteria in carrying out the authentic assessment, the lack of discipline in administering the administration, the difficulty of changing habits in carrying out the assessment from traditional assessment to the authentic assessment, the obstacle to process the score in accordance with the format Curriculum of 2013.

The Effect of Universal Design for Learning (UDL) Application on E-learning Acceptance: A Structural Equation Model

<p>Standardising learning content and teaching approaches is not considered to be the best practice in contemporary education. This approach does not differentiate learners based on their individual abilities and preferences. The present research integrates a pedagogical theory <em>Universal Design for Learning (UDL) </em>with an information system (IS) theory <em>Technology Acceptance Model (TAM).</em> It aims to examine the effectiveness of a technology-enhanced traditional web design course on blended e-learning acceptance and learner satisfaction in which UDL principles (multiple means of representation, action and expression, and engagement) were implemented. This casts some light on the role of addressing curricula limitations on learner perceptions and e-learning adoption. A mixed research design combining survey and action methods was followed. Overall, 92 undergraduate students took part in the study. The research instrument was validated first. Subsequently, partial least squares-structural equation modelling (PLS-SEM) was applied to identify the path associated among constructs used in the proposed framework. The extended model accounted for 45.4% and 41.6% of the variance of perceived satisfaction and behavioural intention respectively. The findings suggest that using educational technologies to address curricula limitations is a bridge to enhancing learner willingness to accept e-learning. </p>

Learner Behaviour in a MOOC Practice-oriented Course: In Empirical Study Integrating TAM and TPB

<p class="3">Few practice-oriented courses are currently integrated into online learning platforms, such as OpenCourseWare, Khan Academy, and Massive Open Online Courses (MOOCs). It is worthwhile to explore how learners respond to information technology and new teaching methods when practice-oriented course are placed online. Therefore, this study probes learner willingness to participate in a practice-oriented course distributed through a MOOC platform, investigating relationships among perceptions, behavioural intentions, and actual behaviour. The current research framework integrates the Technology Acceptance Model and the Theory of Planned Behavior as its core theoretical basis. Empirical data were collected through a cross-section survey. All participants were students of 2D Animation Production, with a total of 272 respondents. The questionnaire data used Partial Least Squares Structural Equation Modeling (PLS-SEM) analysis. Results show: (a) attitude exerted the greatest influence on learners’ behavioural intention; (b) learners’ perceived behaviour control, subjective norm, and attitude, which directly and positively influence their behavioural intention; (c) behavioural intention exhibited dual mediation effects; (d) behavioural intention positively influenced actual behaviour in the C-TAM-TPB model, with a high level of overall model fit.</p>

The Correlation between Teacher Trainers⿿ and Pre-service Teachers⿿ Perceptions of Autonomy

Abstract Autonomy has been a very popular subject in language learning as of late. It can be defined as taking responsibility for one's own learning, as an ability to take charge of one's own learning ( Holec, 1981 ), as a personal agenda for learning ( Little, 1991 ) or awareness in language (Lier,1996) and as the learner's willingness and capacity to control or oversee her own learning ( Dam, 1990 ). People are qualified as autonomous when they independently choose aims and purposes and set goals; select materials, methods and tasks; exercise choice and purpose in organising and carrying out the chosen tasks; and set up criteria for evaluation. That is why the main aim of this study is to investigate the correlation between teachers⿿ and pre-service teachers⿿ perspectives of autonomy and to explore these perspectives by asking primarily what teachers⿿ views of their roles and responsibilities are in language learning/teaching; secondly what they think of the roles of the students; thirdly, which opinions and evidence teachers have of their students⿿ autonomous learning; fourthly, what teachers⿿ attitudes are towards activities, both inside and outside the classroom, which are thought to help in the autonomy development; fifthly what teachers⿿ and pre-service teachers⿿ interpretations are of learner autonomy; sixthly what they think of the teacher autonomy and finally whether teachers believe the course curriculum helps or hinders the development of learner autonomy. 10 teachers and 60 pre-service teachers at the Faculty of Education participated in the study and they were administered the semi-structured interview and the questionnaire by Camilleri (1997) . The results show that there is a correlation between the teacher trainers⿿ and pre-service teachers⿿ perceptions of learner autonomy, however, they have different perspectives in terms of teacher autonomy.

Character Building with Students in Learning Science Approach scientific

Building character, especially the younger generation of learners is very important and very urgent, if we look at the phenomena that occur and future challenges more complex. Characters such as honest, disimplin, obey the rules, responsibility, etc. are getting lost. The problems of this paper outlines character fantasize learners with scientific approach to learning science. Characters can be seen as a way of thinking and behaving that are typical of every individual to live, socialize, and work together in the family, community, nation, and state. The characters are well demonstrated with morals, budipekerti, and commendable behavior and become role models in the family, community, nation. Character education in school settings as learning that lead to the strengthening and development of the child's behavior as a whole is based on a certain value that is referenced by the school which means that character education is integrated in all subjects were directed to develop the behavior of learners in their entirety. Learning the scientific approach to learning science is able to apply those values by providing exemplary, build and develop kreaktivitas willingness of learners in the learning process. Learning activities not only in the classroom, but also can be done outside the classroom and school environment with the use of information technology. Common characters such as honesty, discipline, obey the rules, or responsible, respectful, thorough, communicative, collaboration can be built through a scientific approach to the learning activities during work. It can be concluded that the learning process can build character scientifik approach learners. Keywords: , Pembelajaran , sains, character scientific, approach.