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All Journal International Journal of English and Applied Linguistics (IJEAL)
Ika Harianingsih
University of Sultan Zainal Abidin, Malaysia
Education Languange, Linguistic, Communication & Media

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From Face-to-Face to Digital Learning; Seen from EFL Student's Lenses Enrolled in Online Group Work Ika Harianingsih; Zailani Jusoh; Ridwan Muhammad Nur
International Journal of English and Applied Linguistics (IJEAL) Vol. 1 No. 3 (2021): Volume 1 Number 3, December 2021
Publisher : ITScience (Information Technology and Science)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47709/ijeal.v1i3.1266

Abstract

Numerous higher education institutions around the world must shift their instructions from face-to-face (FTF) to online learning due to Corona Virus Disease in 2019 (Covid19). Furthermore, with the increase in popularity of group work in higher education, especially in the language classroom, and the pivotal changes over the last years, the group works encounter new challenges as they transition to the online world. The study aims to explore the experiences of English as a Foreign Language (EFL) students' engagement in online group works to explore the benefits and challenges in a new learning environment. The qualitative research design provided an in-depth understanding of the students' perceived value of online group work. Further, an interview was used as the main technique in collecting the data from the entire participants. Furthermore, the findings demonstrated that students had generally good attitudes about online group work; however, some students noted that language and communications concerns presented difficulty at times. Nevertheless, the findings also demonstrated that the benefits of this experience surpassed the drawbacks. Thus, the study's findings can be valuable for practitioners and curriculum designers since they highlight the benefits of group work in an online learning setting and the students' problems they may confront during these classes.
A Review of Studies on Cooperative Learning in Language Classroom seen from Students' attitudes Ika Harianingsih; Zailani Jusoh
International Journal of English and Applied Linguistics (IJEAL) Vol. 2 No. 1 (2022): Volume 2 Issue 1 April 2022
Publisher : ITScience (Information Technology and Science)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47709/ijeal.v2i1.1423

Abstract

Cooperative learning is one of the most effective learning methods that has been widely used in higher education. In the language classroom, it can develop transferable skills and encourage students to use the language. The effectiveness has been argued in numerous of literature. However, not many are concerned about how students feel about being involved in a group learning process. Therefore, this article reviews the literature on cooperative learning in the English language classroom. The study aimed to seek the students' views regarding their experiences on group work both in online and offline settings. Based on the findings, the majority of the students who experienced group work online and offline have a positive perception. Utilizing a cooperative learning strategy may benefit students in various ways, including increased self-confidence and motivation, a more student-centered environment, and taking responsibility. In addition, online group work is considered a flexible learning strategy (i.e., time and place schedule management) and easy access to various teaching materials in online settings. Regardless of the benefits, the students who perceived group work negatively were in online settings due to internet connection issues, less group work experience, and unfamiliar with the application and software. Therefore, this study benefits students, academicians, and policymakers.
Perceptions of EFL Students in Different Proficiency Levels Toward Group Work Experiences During Online Learning Ika Harianingsih; Zailani Jusoh
International Journal of English and Applied Linguistics (IJEAL) Vol. 2 No. 3 (2022): Volume 2 Issue 3 December 2022
Publisher : ITScience (Information Technology and Science)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47709/ijeal.v2i3.1842

Abstract

Cooperative learning has frequently been studied experimentally, with evidence of its numerous benefits. However, the extent to which students understand their role in enhancing the method's positives is still being determined, and how learners perceive their interactions should be noticed. This study examined students of English as a Foreign Language perceived group interaction at different proficiency levels (proficient and less proficient) during online learning. The study employed a quantitative research design using a survey technique with statistical data analysis. Data showed insignificant differences in perceptions between the proficient and the less proficient students with (p>0.05). Thus, proficient and less proficient students could provide learning opportunities when they worked collaboratively. Moreover, all students preferred to work collaboratively regardless of their proficiency level. These findings suggest that proficiency differences were not the decisive factor affecting the nature of students’ interaction in groups. Instead, the pattern of interaction co-constructed by learners may have a more significant impact on students learning performance.
Co-Authors Ridwan Muhammad Nur Zailani Jusoh Zailani Jusoh