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All Journal Jurnal Pendidikan Humaniora Indonesian Journal of Applied Linguistics (IJAL) Lingua Cultura IJEE (Indonesian Journal of English Education) OKARA: Jurnal Bahasa dan Sastra JEES (Journal of English Educators Society) Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan Language Literacy: Journal of Linguistics, Literature, and Language Teaching E-Structural JET (Journal of English Teaching) Adi Buana JURNAL PENDIDIKAN TAMBUSAI Jurnal Ilmiah Pendidikan Profesi Guru Ethical Lingua: Journal of Language Teaching and Literature Jounal of Education and Teaching (JET) Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran dan Pembelajaran Journal of Pragmatics and Discourse Research International Review of Humanities Studies NOBEL : Journal of Literature and Language Teaching
Sisilia Setiawati Halimi
Linguistics Department, Universitas Indonesia, Depok, Indonesia
Arts Humanities Education Languange, Linguistic, Communication & Media Library & Information Science Mathematics Social Sciences Other

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Paradigm Shift of Online English Language Platform as an Assessment Standard System Saputra, Karin Sari; Halimi, Sisilia Setiawati; Anjarningsih, Harwintha Yuhria
JEES (Journal of English Educators Society) Vol 9 No 2 (2024): October
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/jees.v9i2.1849

Abstract

Monitoring mechanisms are critical to the success of online English language learning programs, particularly where self - directed learning poses challenges to maintaining quality outcomes. This conceptual article introduces a paradigm shift in online language learning by proposing a standardized assessment framework to monitor learners’ progress. Through a theoretical analysis of existing online learning models, the article integrates insights from both humanistic technology and linguistic performance metrics to develop a new monitoring system. The proposed framework ensures consistent evaluation of learners’ knowledge, skills, and behaviors, tailored to the specific demands of online environments. The implications of this approach suggest that by incorporating standardized monitoring can significantly enhance learner engagement, accountability, and proficiency in online English platforms, thereby improving the overall quality of distance learning experiences. HIGHLIGHTS: Introduction of a standardized assessment framework: The study proposes a paradigmshift by integrating a standardized online assessment system to enhance the quality assuranceof English language learning platforms. Humanistic technology in language learning: The research highlights how digital platformsdriven by humanistic technology can effectively address the challenges of distance foreignlanguage learning. Improved student performance through monitoring mechanisms: Findings demonstratethat integrating pedagogical monitoring practices leads to measurable improvements inlearners’ language skills and engagement.
Standardized Monitoring in Online English Learning: Integrating Context, Pedagogical Pillars, and Monitoring Phases Karin Sari Saputra; Sisilia Setiawati Halimi; Harwintha Yuhria Anjarningsih
Journal of Education and Teaching (JET) Vol 7 No 1 (2026): Januari 2026
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Muhammadiyah kendari

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51454/jet.v7i1.729

Abstract

Monitoring in online English education remains inconsistently defined and often treated as an administrative routine rather than a pedagogical process. This paper addresses that gap by proposing the Standardized Monitoring Framework (SMF)—a theoretically grounded model that integrates monitoring with instruction to enhance quality and engagement. Built through a conceptual synthesis of Learning-Oriented Assessment (LoLA), formative feedback, and digital engagement theories, the SMF establishes five pedagogical pillars: Targeted Content Delivery, Diverse Assessment Strategies, Personalized Formative Feedback, Engagement Optimization, and Comprehensive Learning Evaluation. These pillars operate across four monitoring phases—Preparation, Exploration, Adjustment, and Mastery—supported by three contextual domains of learning foundations, human-centered dynamics, and the instructional monitoring cycle. Drawing illustrative insights from the Elingway platform, the study demonstrates how SMF bridges theory and practice to promote responsive, autonomous, and sustained learning in non-metropolitan digital contexts. The paper concludes by highlighting the framework’s theoretical novelty and its potential for empirical validation in future studies.
Co-Authors Andhini, Rifa Aslamiyah, Sarah Ayu Ida Savitri, Ayu Ida Azizi, Meirita Rahmi Daud Yusuf Denda Rinjaya Eva Rosita Fardiansyah, Muhammad Farrel Fitria Azifah Dewi Harbon, Lesley Harwintha Yuhria Anjarningsih Harwintha Yuhria Anjarningsih Ikhwan, Azzadina N Inayanti Inayanti Inayanti, Inayanti Ismi Putri Rahmah Ivo Novita S br Silalahi Karin Sari Saputra Kartikaningsih, Harni Lavinia DW Araminta, Lavinia DW Liora, Jeu Lael Rifa Andhini Salsadika, Ralista Saputra, Karin Sari Silalahi, Ivo Novita S br Teresa Angelina Kaluge Teresa Angelina Kaluge Teresa Angelina Kaluge Winasti Rahma Diani