Tag Archives: online learning

Improving Students’ Listening Skill and Vocabulary Masteryn through Contextual Teaching and Learning (CTL) By Using Online Learning for Senior High School (Published)

The aims of this research is to describe the process of improving the  students’ listening skill and vocabulary mastery through contextual teaching and learning (CTL) by using online learning at the eleventh grade of SMAN 1 Sajira. This study also attempts to find out the improvement of the students’ skill in listening and vocabulary mastery through contextual teaching and learning (CTL) by using online learning. The method used in this research was qualitative research method by implementing classroom action research (CAR). This research was conducted in three cycles actions in cycle I, cycle 2 and cycle 3. The result of the research is the use of contextual teaching and learning (CTL) by using online learning can improve the students’ listening skill and vocabulary mastery.  The finding of the research were: (1) the process of teaching and learning using CTL through online learning was conducted successfully in terms of the feeling of happiness and enthusiasm of the students, (2) there was an improvement of the students’ listening skill from the increased mean of score from 57,85 in pre-test became 81,11 in post-test. This study suggests that the English teacher may improve her teaching strategy by optimizing the use of materials at school; the teacher should be creative in selecting, developing and giving materials at class.

Keywords: Contextual Teaching and Learning, Improving, Listening skill, Vocabulary Mastery, online learning

EFL Learners’ Perception of Using Online Language Learning Websites during COVID-19 Pandemic (Published)

The following paper presents the results of a study aimed at achieving a better understanding of the EFL Learners’ Perception of Using Online Language Learning Websites (OLLWs) among EFL learners during COVID-19 Pandemic. The purpose of this study is to elicit Learners’ perceptions about improving their language through OLLWs. Data was acquired via a questionnaire administered to 143 female Saudi learners at the College of Sciences and Arts, Unizah, Qassim University. The results provide evidence of learners’ positive perceptions towards using OLLWs. Based on the findings, educational implications for this descriptive study and future researches are suggested.

Keywords: EFL, Internet, Language, Learning, Websites, online learning

Thai EFL learners’ Voices on Learning English Online during the COVID-19 Pandemic (Published)

During the current pandemic, the unprecedented closure of universities and schools has revived the application of fully online teaching and learning. This study aims to explore Thai EFL learners’ views on online learning implementation during the Covid-19 outbreaks. Data were collected qualitatively with 30 Thai undergraduate students majoring in business English through written reflections, and five of whom were selected purposively to participate in a semi-structured interview. Based on qualitative data analysis, the findings indicated that the student participants expressed positive attitudes towards online learning as it was seen as suitable during the current pandemic, yet they preferred learning English in face-to-face classrooms to online ones. Also, unstable internet connection, lack of interaction and teachers’ explanation, as well as potential distractions were common challenges for their online English learning. Suggestions were also provided by the participants, and pedagogical implications were discussed.

Keywords: COVID-19, EFL Learners’, Reflections, online learning

A Case for Blended Learning: Integrating Massive Open Online Courses in Traditional Degree Programmes, (Published)

In 2008, when they first emerged, Massive Open Online Courses (MOOCs) were regarded as an opportunity to transform traditional education. They were expected to bring changes to the way knowledge is conceived and delivered and open the door to education that is more accessible, more affordable, more global and, at the same time, more individualized. MOOC platforms were seen as a conducive learning environment in which students could acquire new knowledge and skills in an autonomous and collaborative manner. However, despite the advantages that they offer, MOOCs have had a limited impact on higher education. The present paper will review the potential and challenges of the MOOC learning model and make a case for blended learning as a viable educational alternative.

Keywords: Higher Education, MOOCs, blended learning, online learning

A review of the literature on community of inquiry model (Published)

The use of computers in education is growing fast day by day in the whole world but the quality and its outcomes are not given the proper and needed consideration. In the year 2000 Garrison, Anderson and Archer introduced a conceptual framework in order to find a remedy to reduce these gaps and their work has become the most referenced framework of study in online education so far. According to them, very satisfactory education takes place within a community of inquiry which is consisted with teachers and students and they assume the education takes place as a result of interaction among social, cognitive and teaching presence (Garrison, Anderson and Archher, 2000). There are both pros and cons of this particular model. The purpose of the current study is to critically analyze the learning in community of inquiry. It is highly recommended that much more research should be done on this framework to clarify the mounting body of disconfirming evidence.

Keywords: CoI, Cognitive presence, Social presence, Teaching presence, online learning

The Effectiveness of Adopting Flipped Learning Approach in an Applied Linguistics Course for University Students (Published)

As students enter the fourth year of an English Department, an increased responsibility for a lot of linguistic information is highly desirable. Students need to do a lot of efforts inside and outside the class. Students who arrive in class with assigned tasks completed, notes reviewed, and prepared for classroom activities are developing the ability to be self-directed learners. Limited classroom contact time can be effectively utilized by focusing on further review and explanation. This paper investigated the effectiveness of adopting flipped learning approach and the changes implemented to “Introduction to Applied Linguistics” course at English Department, College of Administrative and Human Science in Qassim Private Colleges. The students were asked to do some tasks inside and outside the classroom. These tasks included short pre-class assignments and quizzes that were designed to increase students’ preparation for the next class meeting, as such flipping class meeting preparation to outside the classroom. A benefit of these changes is that the instructor can significantly reduce the time spent lecturing and focus on students’ understanding of linguistics and focusing on students’ activities in-class. This focus fosters student-centered learning with the student having the responsibility to prepare for each class session.  Participants were 33 fourth level students in English Department from Qassim Private Colleges in Saudi Arabia.   The pre-posttest comprised five different types of questions including multiple choice, true or false, defining linguistic terms, compare between the advantages and disadvantages, and analyzing structures.  Results of the t. test analysis revealed that adopting flipped learning Approach   yielded significant effects on students’ linguistic level.

 

Keywords: blended learning, face to face instruction, flipped learning, online learning