EFL Students’ Online Learning Readiness: Performing Out the Basic Functions of Technology
DOI:
https://doi.org/10.32332/joelt.v12i1.3590Keywords:
EFL, learning in the 21st century, motivation, technology readiness in EFL learning, online learning readinessAbstract
This study aimed at investigating the 12th-grade students’ online learning readiness in utilizing basic technological functions in their English teaching and learning process. An explanatory sequential mixed-method design was employed, surveying 233 students from Hospitality and Culinary classes at a senior vocational high school in South Bali through a questionnaire. Interviews were further conducted via personal messages with two highest readiness level students and two lowest readiness levels to comprehensively study readiness. The questionnaire result indicated that students are prepared to use basic functions of technology for online learning, with a few necessary improvements. Interview findings revealed that highly prepared students are more motivated to engage in online learning, whereas less prepared students are more demotivated due to factors like online learning support, familiarity with tools, and supporting facilities. It is suggested to actively support the less-ready students with highly engaged learning activities, pedagogically empowered teachers, and supportive policies and facilities.
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Bidari, N. P. I., Santosa, M. H., & Mahendrayana, G. (2021). Students’ and teachers’ anxiety levels in English instruction during the emergency remote teaching in Indonesia. ETERNAL (English, Teaching, Learning and Research Journal), 7(2), 395–408. https://doi.org/10.24252/Eternal.V72.2021.A11
Chaaban, Y., Du, X., & Qadhi, S. (2021). Student teachers’ perceptions of factors influencing learner agency working in teams in a STEAM-based course. Eurasia Journal of Mathematics, Science and Technology Education, 17(7), 1–15. https://doi.org/10.29333/EJMSTE/10978
Creswell, J. W. (2012). Planning, conducting, and evaluating quantitative and qualitative Research (4th ed.). Pearson.
Deci, E. L., & Ryan, R. M. (2000). Self-Determination Theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68–78. https://doi.org/10.1007/978-94-024-1042-6_4
Dewi, N. S. N., Marlina, N., & Supriyono, Y. (2019). The quest of self-directed learning of adult EFL learners in Indonesian higher education context. Journal of English Education and Linguistics Studies, 6(1), 73–89. https://doi.org/10.30762/jeels.v6i1.1123
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Dwipayanti, N. M. A., Santosa, M. H., & Kusuma, I. P. I. (2024). EFL undergraduate students’ expectations of blended learning in the post-pandemic. EJI (English Journal of Indragiri): Studies in Education, Literature, and Linguistics, 8(1), 1–14. https://doi.org/10.61672/eji.v8i1.2598
Dwiyanti, K. E., Pratama, I. P. Y., & Manik, N. P. I. M. C. (2020). Online learning readiness of Junior High School students in Denpasar. Indonesian Journal of English Education, 7(2), 172–188. https://doi.org/10.17773/ijee.v7i2.17773
Engin, M. (2017). Analysis of students’ online learning readiness based on their emotional intelligence level. Universal Journal of Educational Research, 5(12A), 32–40. https://doi.org/10.13189/ujer.2017.051306
Farooq, S., & Benade, L. (2019). Constructing a dialogic pedagogy in virtual learning environments: A literature review. New Zealand Journal of Teachers’ Work, 16(1 & 2), 7–13. https://doi.org/10.24135/teacherswork.v16i1and2.292
Fojtík, R. (2018). Problems of distance education. International Journal of Information and Communication Technologies in Education, 7(1), 14–23. https://doi.org/10.2478/ijicte-2018-0002
Fornell, C., & Larcker, D. F. (1981). Evaluating structural equation models with unobservable variables and measurement error. Journal of Marketing Research, 18(1), 39–50. https://doi.org/10.2307/3151312
Hamid, R., Sentryo, I., & Hasan, S. (2020). Online learning and its problems in the Covid-19 emergency period. Jurnal Prima Edukasia, 8(1), 86–95. https://doi.org/10.21831/jpe.v8i1.32165
Hrastinski, S. (2008a). Asynchronous and synchronous cooperation. Educause Quarterly, 4, 245–256. https://doi.org/10.1007/978-4-431-66942-5_22
Hrastinski, S. (2008b). What is online learner participation? A Literature Review. Computer & Education, 51(4), 1755–1765. https://doi.org/10.1016/j.compedu.2008.05.005
Humaira, S. A., & Hurriyah, I. A. (2018). Students’ perspectives towards self-directed learning out of classroom. Advances in Social Science, Education and Humanities Research, 145, 6–11. https://doi.org/10.2991/iconelt-17.2018.2
Hung, M. L., Chou, C., Chen, C. H., & Own, Z. Y. (2010). Learner readiness for online learning: Scale development and student perceptions. Computers and Education, 55(3), 1080–1090. https://doi.org/10.1016/j.compedu.2010.05.004
Kayaoglu, M. N., & Dag Akbas, R. (2016). Online learning readiness: A case study in the field of English for Medical Purposes. Participatory Educational Research, 4, 212–220. https://dergipark.org.tr/en/pub/per/issue/47596/601283
Kintu, D., & Wanami, S. (2019). Students’ perceptions about a distance learning programme: A case of the open, distance and e-learning programme at Kyambogo University, Uganda. International Journal of Advanced Research, Ideas and Innovations in Technology, 5(1), 388–394. https://www.ijariit.com/manuscripts/v5i1/V5I1-1193.pdf
Knox, J. S. (2017). Participant perspectives and critical reflections on language teacher education by distance. Australian Journal of Teacher Education, 42(5), 66–86. https://doi.org/10.14221/ajte.2017v42n5.5
Lee, J. S. (2019). EFL students’ views of willingness to communicate in the extramural digital context. Computer Assisted Language Learning. https://www.tandfonline.com/doi/abs/10.1080/09588221.2018.1535509
Lengkanawati, N. S. (2017). Learner autonomy in the Indonesian EFL settings. Indonesian Journal of Applied Linguistics, 6(2), 222–231. https://doi.org/10.17509/ijal.v6i2.4847
Mansor, Z. D., Mustaffa, M., & Salleh, L. M. (2015). Motivation and willingness to participate in knowledge sharing activities among academics in a public university. Procedia Economics and Finance, 31, 286–293. https://doi.org/10.1016/s2212-5671(15)01188-0
Meladina, & Zaswita, H. (2020). Shedding Light on EFL Students’ Readiness and Problems to Face Online Learning in the Pandemic Era. Jurnal Bahasa, Sastra Dan Budaya, 19(1), 1–8. https://doi.org/10.33096/tamaddun.v19i1.66
Miles, M. B., Huberman, A. M., & Saldaña, J. (2014). Qualitative data analysis: A methods sourcebook (3rd ed.). SAGE Publications.
Mulyanti, B., Purnama, W., & Pawinanto, R. E. (2020). Distance learning in vocational high schools during the COVID-19 pandemic in West Java province, Indonesia. Indonesian Journal of Science & Technology, 5(2), 271–282. https://doi.org/10.17509/ijost.v5i2.24640
Ningsih, A. T. S., Santosa, M. H., & Myartawan, I. P. N. W. (2022). Students’ learning approaches in the EFL online learning context. Journal of English Literacy and Education, 9(1), 23–35. https://doi.org/10.36706/jele.v9i1.17408
Pozdnyakova, O., & Pozdnyakov, A. (2017). Adult students’ problems in the distance learning. Procedia Engineering, 178, 243–248. https://doi.org/10.1016/j.proeng.2017.01.105
Pradana, M., & Amir, N. (2016). Measuring e-learning effectiveness at Indonesian private university. International Journal of Environmental & Science Education, 11(18), 11541–11554. http://www.ijese.net/makale/1613.html
Pratama, P. Y. S., & Santosa, M. H. (2023). Adolescent EFL learners’ English assessment preferences: Emergence of ICT-based evaluation. JEES (Journal of English Educators Society), 8(2), 164–174. https://doi.org/10.21070/jees.v8i2.1757
Prihastuti, A. H., Wahyuni, S., & Ramadhani, S. (2018). The use of social media as a learning media in improving students’ motivation in the management Accounting course. International Journal of Education Best Practices, 2(2), 55–62. http://doi.org/10.31258/ijebp.v2n2.p55-62
Rahman, M., Karim, R., & Byramjee, F. (2015). Prospect of distance learning. Journal of International Education Research, 11(3), 173–178. https://files.eric.ed.gov/fulltext/EJ1070788.pdf
Rasmiani, D. M. S., Santosa, M. H., & Mahendrayana, G. (2023). English teachers’ roles on mobile-assisted language learning-based strategies during Emergency Remote Teaching in 11th grade of SMK Negeri 1 Denpasar. Journal of English Teaching, 9(2), 239–251. https://doi.org/10.33541/jet.v9i2.4714
Sam, H. K., Othman, A. E. A., & Nordin, Z. S. (2005). Computer self-efficacy, computer anxiety, and attitudes toward the internet: A Study among undergraduates in Unimas. Educational Technology and Society, 8(4), 205–219.
Sandy, D. D., Santosa, M. H., & Mahendrayana, G. (2021). Students’ e-learning readiness in remote teaching context. Jurnal Penelitian dan Pengembangan Pendidikan, 5(1), 135–144. https://doi.org/http://dx.doi.org/10.23887/jppp.v5i1.32700
Santosa, M. H. (2017). Learning approaches of Indonesian EFL Gen Z students in a flipped learning context. Journal on English as a Foreign Language, 7(2), 183–208. https://doi.org/10.23971/jefl.v7i2.689
Santosa, M. H. (2023). Technology review: From using technology to reviewing technology for effective and meaningful instruction. In M. H. Santosa (Ed.), Pedagogy-Driven Technology Integration in English Language Teaching (pp. 1–11). Nilacakra Publisher.
Santosa, M. H. (2024). Merdeka Belajar: Konsep dan penerapannya di konteks pembelajaran sekolah. In M. H. Santosa (Ed.), Merdeka Belajar: Teori dan Implementasinya di Sekolah (pp. 7–22). Nilacakra Publisher.
Santosa, M. H., Harismayanti, I., & Putra, I. N. A. J. (2022). Technology in action: Developing gamification handbook in English teaching and learning for the 21st century learners. TESL-EJ, 26(1), 1–25. https://doi.org/10.55593/ej.26101a2
Santosa, M. H., Ivone, F. M., Jacobs, G. M., & Flores, J. C. (2022). Student-to-Student cooperation in virtual learning without breakout rooms. Beyond Words, 10(1), 70–82. https://doi.org/10.33508/bw.v10i1.3774
Santosa, M. H., Ratminingsih, N. M., & Adnyani, L. D. S. (2021). Students’ learning approaches in the EFL emergency online learning context. JEELS (Journal of English Education and Linguistics Studies, 8(2), 185–220. https://doi.org/10.30762/jeels.v8i2.3215
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2024-06-21
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