Enhancing language learning: EFL teachers’ insights on online autonomous learning activities
Students can improve their skills, broaden their knowledge, and practice their language using online language learning resources. These resources include several activities designed to meet students’ requirements, promote self-learning, and fit their learning preferences. This study investigates EFL...
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| Format: | Article |
| Language: | English |
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Universitas Syiah Kuala
2024-09-01
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| Series: | Studies in English Language and Education |
| Subjects: | |
| Online Access: | https://jurnal.usk.ac.id/SiELE/article/view/37418 |
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| author | Ahmed Al Shlowiy Praveen Raj |
| author_facet | Ahmed Al Shlowiy Praveen Raj |
| author_sort | Ahmed Al Shlowiy |
| collection | DOAJ |
| description | Students can improve their skills, broaden their knowledge, and practice their language using online language learning resources. These resources include several activities designed to meet students’ requirements, promote self-learning, and fit their learning preferences. This study investigates EFL teachers’ perceptions of students’ performance in online self-learning activities during laboratory classes. They reflect on how these activities can excite students’ interest, motivate them, and involve them. The research addresses two questions: (a) what teachers think about the importance of e-learning laboratory activities in language learning, and (b) how these activities can promote personalized and active learning. The researchers employed a survey, interviews, field notes, reflections, and class recordings to describe, examine, and interpret the data through narrative analysis. The results show encouraging trends in engagement, motivation, interest, time, independence, and future use. Most students had strong critical thinking skills and enjoyed the self-completion of the assignments. Few learners became demotivated and lost interest owing to the absence of grading, seriousness, or effective surroundings. Additionally, the research shows that compared to traditional face-to-face learning, online learning gives teachers more time and opportunities to update their methods and help students in new ways. |
| format | Article |
| id | doaj-art-9e302e78ae3e4768901c82d42615b439 |
| institution | Kabale University |
| issn | 2355-2794 2461-0275 |
| language | English |
| publishDate | 2024-09-01 |
| publisher | Universitas Syiah Kuala |
| record_format | Article |
| series | Studies in English Language and Education |
| spelling | doaj-art-9e302e78ae3e4768901c82d42615b4392025-01-28T10:47:38ZengUniversitas Syiah KualaStudies in English Language and Education2355-27942461-02752024-09-011131596161510.24815/siele.v11i3.3741818957Enhancing language learning: EFL teachers’ insights on online autonomous learning activitiesAhmed Al Shlowiy0Praveen Raj1English Language and Preparatory Year InstituteEnglish Language and Preparatory Year InstituteStudents can improve their skills, broaden their knowledge, and practice their language using online language learning resources. These resources include several activities designed to meet students’ requirements, promote self-learning, and fit their learning preferences. This study investigates EFL teachers’ perceptions of students’ performance in online self-learning activities during laboratory classes. They reflect on how these activities can excite students’ interest, motivate them, and involve them. The research addresses two questions: (a) what teachers think about the importance of e-learning laboratory activities in language learning, and (b) how these activities can promote personalized and active learning. The researchers employed a survey, interviews, field notes, reflections, and class recordings to describe, examine, and interpret the data through narrative analysis. The results show encouraging trends in engagement, motivation, interest, time, independence, and future use. Most students had strong critical thinking skills and enjoyed the self-completion of the assignments. Few learners became demotivated and lost interest owing to the absence of grading, seriousness, or effective surroundings. Additionally, the research shows that compared to traditional face-to-face learning, online learning gives teachers more time and opportunities to update their methods and help students in new ways.https://jurnal.usk.ac.id/SiELE/article/view/37418active learninge-learningmotivationstudent-centered learning |
| spellingShingle | Ahmed Al Shlowiy Praveen Raj Enhancing language learning: EFL teachers’ insights on online autonomous learning activities Studies in English Language and Education active learning e-learning motivation student-centered learning |
| title | Enhancing language learning: EFL teachers’ insights on online autonomous learning activities |
| title_full | Enhancing language learning: EFL teachers’ insights on online autonomous learning activities |
| title_fullStr | Enhancing language learning: EFL teachers’ insights on online autonomous learning activities |
| title_full_unstemmed | Enhancing language learning: EFL teachers’ insights on online autonomous learning activities |
| title_short | Enhancing language learning: EFL teachers’ insights on online autonomous learning activities |
| title_sort | enhancing language learning efl teachers insights on online autonomous learning activities |
| topic | active learning e-learning motivation student-centered learning |
| url | https://jurnal.usk.ac.id/SiELE/article/view/37418 |
| work_keys_str_mv | AT ahmedalshlowiy enhancinglanguagelearningeflteachersinsightsononlineautonomouslearningactivities AT praveenraj enhancinglanguagelearningeflteachersinsightsononlineautonomouslearningactivities |