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All Journal LiNGUA: Jurnal Ilmu Bahasa dan Sastra Proceedings of English Linguistics and Literature Journey: Journal of English Language and Pedagogy
Ni’mah, Dzurriyyatun
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Education Languange, Linguistic, Communication & Media

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Journal : Journey: Journal of English Language and Pedagogy

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ONLINE VS OFFLINE READING CLASSES: THE EFL UNIVERSITY STUDENTS’ PERSPECTIVES Utomo, Nabila; Ni’mah, Dzurriyyatun; Rahmawati, Henny
Journey: Journal of English Language and Pedagogy Vol. 6 No. 1 (2023): Journey: Journal of English Language and Pedagogy
Publisher : UIBU

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33503/journey.v6i1.635

Abstract

This qualitative study was conducted to identify the EFL university students' perspectives on online and offline reading classes. This study involved ten English students of the seventh semester, from one of the private universities in Malang who have excellent scores in English reading classes. Using a semi-structured interview, the students were asked about problems, difficulties, advantages, and reading understanding in online and offline classes. The data were analyzed using content analysis. The investigation triangulation was performed by involving two data analysts to triangulate the data. The result found in this study are students frequently experience problems with unstable internet connections, communication difficulties with lecturers, textbook download troubles, and eyestrain from reading online content. Whereas, the advantages are students have more reading sources, have time and reading topics flexibility, and are cost-effective. Moreover, EFL university students' problems or difficulties in offline reading classes are more cost, limitation of reading time and topics, and few reading resources. While the advantages of offline reading classes are enjoyable, interactive, and communicative.
Student’s Willingness to Communicate in English in EFL Digital Context: A Narrative Inquiry Jannah, Lutfi Ro’ihatul; Sholihah, Fitri Awaliyatush; Ni’mah, Dzurriyyatun
Journey: Journal of English Language and Pedagogy Vol. 7 No. 2 (2024): Journey: Journal of English Language and Pedagogy
Publisher : UIBU

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33503/journey.v7i2.830

Abstract

This study investigates the impact of social media on students' Willingness to Communicate (WTC) in digital contexts in English as a Foreign Language (EFL). WTC is defined as an individual's readiness to communicate verbally or remain silent when given the freedom to choose. This research utilizes a Narrative Inquiry approach to explore the experiences of an Indonesian EFL learner at the University of Islam Malang. Data was collected through in-depth narrative interviews, focusing on the participant's use of social media platforms such as Facebook, YouTube, Instagram, Twitter, TikTok, and Telegram for English communication. Findings reveal that digital interactions significantly enhance the participant's motivation, confidence, and language proficiency. Social media platforms facilitate real-time communication, expose learners to diverse linguistic contexts, and provide opportunities for immersive language practice. This study underscores the importance of integrating digital tools into traditional language education to support self-directed learning and improve students' WTC in English. These insights contribute to the growing research on Informal Digital Learning of English (IDLE) and its role in language acquisition and communication readiness.
Co-Authors Eko Suhartoyo, Eko Ismiatun, Febti Jannah, Lutfi Ro’ihatul Nasihah, Durotun Rahmawati, Henny Sholihah, Fitri Awaliyatush Utomo, Nabila