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p-Index From 2021 - 2026
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This Author published in this journals
All Journal Journal of English for Specific Purposes in Indonesia
Ly Sovann
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Education Languange, Linguistic, Communication & Media Other

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Online Grammar Learning of Students in Bachelor of English Literature Program: A Focus on How the Learners Perceive Their Improvement Dy Dalin; Ly Sovann; Mork Vichetsreypich; Sokun Vannthida; Touch Sonaryroth
Journal of English for Specific Purposes in Indonesia Vol. 3 No. 2 (2024): July 2024
Publisher : UNIB Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/espindonesia.v3i2.35954

Abstract

Online grammar is a popular way for students to improve their language skills through digital resources, such as websites, apps, and online courses. However, the study on online learning grammar has not been found in the research context and location. This study investigates how students learn grammar online, how they perceive the improvement and to find out activities that students apply to cross-check the improvement of their online grammar learning. The data was collected through survey questionnaires and face-to-face interviews. By using mixed methods, the questionnaire survey was created through Google Forms and collected from 108 participants of EFL students. The last instruments were interviews to find out more about the improvement of students in online grammar learning. The researchers selected 24 participants randomly from year 2, 3, and 4 students in English Literature of the Institute of Foreign Languages to interview about their perceptions of the improvement of such learning methods. The result showed that 82.4% of students stated that online grammar has improved their understanding of complex grammar concepts and increased their confidence in using English language grammar. And 80.60% agreed with the statement that online grammar learning has increased their ability to English language. Another 77.8% agreed that online grammar learning has improved their ability to construct persuasive arguments in writing. These findings show that it’s really important to know about what ways or activities that each student use to learn grammar online. Online grammar learning has significantly improved students' understanding of complex grammar concepts, confidence in using English, persuasive argument construction, and critical thinking skills.
EFL Students’ Perception of Listening Skills in Core English and IELTS Subjects: A Study at a State University in Battambang Choeurn Chanratana; Doeurn Channyalin; Soll Sievmei; Ny Monyneath; Ly Sovann
Journal of English for Specific Purposes in Indonesia Vol. 3 No. 2 (2024): July 2024
Publisher : UNIB Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/espindonesia.v3i2.36183

Abstract

Listening skills are one of the most important and hard skills for non-native students which contains many sub-skills. Therefore, students require more practice with sufficient support materials to master their competence. There are two subjects providing listening skills practice for students in their program. However, the study on the view of students on these subjects has not been found in the research context. A This research aims to explore EFL students’ perception of listening skills embedded in IELTs and Core English courses, and the comparison of these two courses. This study used a quantitative research method with a survey design focused on the students in year 3 and year 4 of an English major. The researchers used types of listening, such as selective listening, intensive listening, comprehension listening, critical listening, interactive listening, and discriminative listening, as the main questions for conducting the questionnaires. As a result of the research, researchers compared the total between Core English and IETLS subjects and found that studying Core English and IELTS subjects can help students improve their listening skills but the most improvement is the IETLS subject. Furthermore, future researchers could employ this research to identify further listening difficulties or to compare the results. They can also use it as a reference to their study.
An Exploration of High School Students’ Attitudes Towards Online English Language Learning Soeurn Chenda; Ly Sovann; Nhean Voithna
Journal of English for Specific Purposes in Indonesia Vol. 4 No. 1 (2025): January 2025
Publisher : UNIB Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/espindonesia.v4i1.35313

Abstract

The attitude of students in language learning is progressively considered key success of language learning. However, high school students at the research setting find it challenging to study online. Therefore, students’ attitude towards online learning is very crucial to explore. To fulfill this study, the researcher created two main research objectives including the exploration of high school students’ attitudes toward learning the English language online, and the challenges of high school students while learning online. A quantitative method design was established to gather data. 236 high school students were requested to complete questionnaires This study discovered that most students had 17 items positive attitude towards learning English in online classes and 4 items with low agreement showing that online classes are not fun, and not easy to achieve high scores, and not relevant to gender causing EFL learners’ anxiety. In addition, students had a positive attitude towards 9 items of the usefulness of online learning to improve their skills and knowledge. They also showed a positive attitude toward online classes in the improvement of their four 21st-century competencies. Moreover, they agreed that online classes are accessible and convenient. However, they also faced some challenges in their learning such as spending much money on internet service, no internet connection, complicated online tools, no smart devices, and difficult to form activities. Based on the result, internet connection, online teaching and learning, and orientation should be provided and trained to students before implementing the programs.
Co-Authors Choeurn Chanratana Doeurn Channyalin Dy Dalin Mork Vichetsreypich Nhean Voithna Ny Monyneath Soeurn Chenda Sokun Vannthida Soll Sievmei Touch Sonaryroth