"How Do I Engage in My Class?"; EFL Teachers' and Tertiary Students' Perceptions during Online Speaking Class

Masriatus Sholikhah, Afi Ni'amah, Riris Nur Eriyanti
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Abstract

Incorporated with the positive and negative perceptions of Robbins' theory (2002) and the concept of students' engagement pioneered by J.A Fredericks (2004) and Gibbs (2010), this research concerned with the students' and the teachers' perceptions about the use of online learning platforms based on student engagement in speaking class and if the students can be actively involved in aspects of behavior, cognitive, and emotional during the learning process. Carried out with a descriptive qualitative approach, this research obtained the data from the first- and fourth-year student college students speaking one and speaking 3 in STKIP PGRI Jombang, UNWAHA, and IAIN Kudus. It administered questionnaires and interviews to both students and teachers. The result showed that students' behavioral engagement was eventually high. However, their cognitive and emotional engagement was not significantly positive in some aspects. Hence, it contributes to understanding the various aspects of web-based classes and the EFL student engagement in the virtual speaking class.    
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“我如何参与我的课堂?”英语教师和大学生在线口语课堂感知
结合罗宾斯理论(2002)的积极和消极看法,以及j.a. Fredericks(2004)和Gibbs(2010)提出的学生参与的概念,本研究关注学生和教师对基于学生参与的在线学习平台在口语课上的使用的看法,以及学生在学习过程中是否能积极参与行为、认知和情感方面。本研究采用描述性定性方法,从STKIP PGRI Jombang, UNWAHA和IAIN Kudus的一年级和四年级大学生中获得了说一和说三的数据。它对学生和老师进行了问卷调查和访谈。结果表明,学生的行为投入最终较高。然而,他们的认知和情感投入在某些方面并没有显著的积极作用。因此,它有助于理解网络课堂的各个方面以及学生在虚拟口语课堂中的参与度。
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16
审稿时长
24 weeks
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