آمار
| تعداد نشریات | 23 |
| تعداد شمارهها | 368 |
| تعداد مقالات | 2,890 |
| تعداد مشاهده مقاله | 2,566,214 |
| تعداد دریافت فایل اصل مقاله | 1,821,871 |
Investigating EFL Learners Perception Towards Online Learning: The Case of Kurdistan Region of Iraq | ||
| Technology Assisted Language Education | ||
| دوره 1، شماره 3، آذر 2023، صفحه 18-44 اصل مقاله (367.65 K) | ||
| نوع مقاله: Original Article | ||
| شناسه دیجیتال (DOI): 10.22126/tale.2023.2794 | ||
| نویسندگان | ||
| Hiwa Weisi* 1؛ Ghadeh Kakae1؛ Nouroddin Yousofi2 | ||
| 1English Language Department, Razi University, Kermashan, Iran | ||
| 2Razi University | ||
| چکیده | ||
| Covid-19 significantly threatened the global education system and caused school and university authorities to seek an alternative for continuing education during the pandemic. This study investigated the perceptions of English university students regarding online language education and the factors causing these learners to have positive or negative attitudes toward online instruction in the Kurdistan Region (KR) of Iraq. A questionnaire was distributed among 120 university EFL learners to probe their attitudes toward online learning. Semi-structured interviews were performed to investigate factors shaping participants’ perceptions of English online teaching. Results showed that Kurdistan University EFL students had negative attitudes toward online classes, believing online education could not enhance their English language performance. Factors such as low level of engagement, teacher bias, technical problems, and teacher or/and student lack of digital literacy propelled learners to have negative attitudes toward English online instruction in KR. Contrastively, participants found online education pleasant since it saved time, helped them join classes anywhere, and encouraged them to meet their missing friends during the pandemic. This investigation provides some pedagogical implications for improving the quality of online teaching in EFL contexts. | ||
| کلیدواژهها | ||
| Online Education؛ EFL Learner’s Perceptions؛ Technology؛ Covid-19 | ||
| مراجع | ||
|
Adnan, M., & Anwar, K. (2020). Online learning amid the COVID-19 pandemic: students’ perspectives. Journal of Pedagogical Sociology and Psychology, 2(1), 2-8.
Adedoyin, O. B., & Soykan, E. (2020). Covid-19 pandemic and online learning: The challenges and opportunities. Interactive Learning Environments, 1-13.
Adarkwah, M.A. (2021). “I’m not against online teaching, but what about us?” ICT in Ghana post Covid-19. Education and Information Technologies, 26, 1665-1685.
Ajzen, I. & Fishbein, M. (1980). Understanding attitudes and predicting social behavior. Englewood Cliffs, NJ: Prentice-Hall.
Alodwan, T. (2021). Online learning during the COVID-19 pandemic from the perspectives of English as foreign language students. Educational Research and Reviews, 16(7), 279- 288.
Alobeytha F.L., Mohamed A.H., & Rahman, F.A. (2018). The identity of the trafficked child in young adult literature: Patricia McCormick’ sold. International Journal of Education, Psychology and Counseling 3(9), 1-9.
Alfadda, H.A. & Mahdi, H.S. (2021). Measuring students’ use of Zoom application in language course based on the technology acceptance model (TAM). Journal of Psycholinguistic Research, 50, 883-900.
Alqudah, I., Barakat, M., Muflih, S.M., & Alqudah, A. (2021). Undergraduates’ perceptions and attitudes towards online learning at Jordanian universities during Covid-19. Interactive Learning Environments, DOI: 10.1080/10494820.2021.2018617
Al-Shlowiy, A., Al-Hoorie, A.H. & Alharbi, M. (2021). Discrepancy between language learners and teachers concerns about emergency remote teaching. Journal of Computer Assisted Learning, 1-11.
Behforouz, B., Al Gaithi, A., & Fekri, N. (2021). Omani EFL learner perceptions and motivation toward online learning. Journal of University Teaching & Learning Practice, 18(4), 1-14.
Boca, G.D. (2021). Factors influencing students’ behavior and attitude towards online education during COVID-19. Sustainability, 13, 1-21.
Bond1, M., Bedenlier, S. Marín, V. and Händel, M. (2021). Emergency remote teaching in higher education: mapping the frst global online semester. International Journal of Educational Technology in Higher Education. 18(50). doi.org/10.1186/s41239-021-00282-x
Braun V. & Clarke V., 2006. Using thematic analysis in psychology. Qualitative Research in Psychology 3, 77-101.
Castro, M.D. & Tumibay, G.M. (2019). A literature review: Efficacy of online learning courses for higher education institution using meta-analysis. Education and Information Technologies, 26 (2), 1367-1385.
Creswell, J. W., Plano Clark, V. L., Gutmann, M. L., & Hanson, W. E. (2003). An expanded typology for classifying mixed methods research into designs. In A. Tashakkoriy and C. Teddlie, Handbook of mixed methods in social and behavioral research, (pp.209- 240). Thousand Oaks, CA: Sage.
Davis, F. D. (1989). Perceived usefulness, perceived ease of use, and user acceptance of information technology. MIS Quarterly, 13(3), 319-340.
Fedynich, V.L. (2013). Teaching beyond the classroom walls: The pros and cons of cyber learning. Journal of Instructional Pedagogies, 13, 1-7.
Flores, M.A., Barros, A., Veiga Simão, A.M., Pereira, D., Flores, P., Fernandes, E., Costa, L., & Ferreira, P.C. (2021). Portuguese higher education students’ adaptation to online teaching and learning in times of the COVID-19 pandemic: personal and contextual factors. Higher Education, retrieved from: https://link.springer.com/article/10.1007/s10734-021- 00748-x
Hashemi, A. (2021). Online teaching experiences in higher education institutions of Afghanistan during the COVID-19 outbreak: Challenges and opportunities. Cogent Arts & Humanities, 8(1), 1-22.
Hashemi, M. R., Babaii, E. (2013). Mixed methods research: Toward new research designs in applied linguistics. Modern Language Journal, 97, 828-852.
Hodges, C., Moore, S. L., Lockee, B., Trust, T., & Bond, A. (2020). The difference between emergency remote teaching and online learning. Educause Review. Retrieved from: https://er.educause.edu/articles/
Hrastinski, S. (2008). Asynchronous and synchronous e-learning. Educause Quarterly, 4, 51- 55.
Hussein, H., Daoud, S., Alrabaiah, H. & Badawi, R. (2020). Exploring undergraduate students’ attitudes towards emergency online learning during Covid-19: A case from the UAE. Children and Youth Services Review, 119, 1-7.
Karattuthodi, M.S., Chandran, S., Thorakkattil, S.A., Chandrasekhar, D., Poonkuzhi, N.P., Ahmed Ageeli, M.M. & Madathil, H. (2020). Pharmacy student’s challenges in virtual learning system during the second Covid-19 wave in southern India. Social Sciences & Humanities Open 5, 1-9.
Lederer, A.L., Maupin, D.J., Sena, M.P., & Zhuang, Y. (2000). The technology acceptance model and the World Wide Web. Decision Support Systems 29, 269-282.
Maqableh, M. & Alia, M. (2021). Evaluation online learning of undergraduate students under lockdown amidst Covid-19 Pandemic: The online learning experience and students’ satisfaction. Children and Youth Services Review, 128, 1-11.
Mathew, I. R., & Iloanya, E. J. (2016). Open and distance learning: benefits and challenges of technology usage for online teaching and learning in Africa. Pan Commonwealth Forum, 11(2), 1-11.
Muflih, S., Abuhammad, S., Al-Azzam, S, Alzoubi, K.H., Muflih, M. & Karasneh, R. (2021). Online learning for undergraduate health professional education during Covid-19: Jordanian medical students’ attitudes and perceptions. Heliyon, 7, 1-9.
Potts, J.A. (2018). Profoundly gifted students’ perceptions of virtual classrooms. Gifted Child Quarterly, 63(1), 58-80.
Rafiq, F., Hussain, & Abbas, Q. (2020). Analyzing students’ attitude towards e-learning: A case study in higher education in Pakistan. Pakistan Social Sciences Review, 4(1), 367-380.
Ramij, M.G., & Sultana, A. (2020). Preparedness of online classes in developing countries amid Covid-19 outbreak: A perspective from Bangladesh. Available at http://dx.doi.org/10.2139/ssrn.3638718
Sarwari, K., Kakar, A.F., Golzar, J., & Miri, M.A. (2022). Distance learning during Covid- 19 in Afghanistan: Challenges and opportunities. E-Learning and Digital Media, 1-9.
Sass, E. (2020). American educational history: A hypertext timeline. American Educational History Timeline. https://www.eds-resources.com/educationhistorytimeline.html
Sevy-Biloon, J. (2021). Virtual or face-to-face classes: Ecuadorian university students’ perceptions during the pandemic. English Language Teaching Educational Journal, 4(1), 15-24.
Shank, P. & Sitze, A. (2004). Making sense of online learning. San Francisco: Pfeiffer.
Shereen, M. A., Khan, S., Kazmi, A., Bashir, N., & Siddique, R. (2020). COVID-19 infection: Origin, transmission, and characteristics of human coronaviruses. Journal of Advanced Research, 24(7), 91–98.
Thanh Luy, D.T. (2022). Remote Teaching amid the Covid-19 pandemic in Vietnam: Primary school EFL teachers’ practices and perceptions. AsiaCALL Online Journal, 3(1), 1-22.
Winke, P., Sydorenko, T., & Gass, S. (2013). Factors influencing the use of captions by foreign language learners: An eye-tracking study. The Modern Language Journal, 97(1), 254-275.
Zapata-Cuervo, N., Montes-Guerra, M.I., Shin, H.H., Jeong, M. & Cho, M. (2021). Students’ psychological perceptions toward online learning engagement and outcomes during the Covid-19 pandemic: A comparative analysis of students in three different countries. Journal of Hospitality & Tourism Education, 1-16. | ||
|
آمار تعداد مشاهده مقاله: 76 تعداد دریافت فایل اصل مقاله: 267 |
||