Junior high school students’ readiness to participate in e‐learning and online EFL classes during the COVID‐19 pandemic

More and more educational institutions have to replace face‐to‐face classes with online learning classes or e‐learning due to the spread of coronavirus (COVID‐19). To create efficient online learning experiences, students’ readiness and willingness to join e‐learning activities must be considered. A...

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Bibliographic Details
Published inInternational social science journal Vol. 71; no. 241-242; pp. 153 - 161
Main Authors Mabrur, Iskhaki Andre Muhammad, Suwartono, Tono
Format Journal Article
LanguageEnglish
Published Paris Blackwell Publishing Ltd 01.09.2021
EditionEnglish edition
Subjects
Competence
COVID-19
Distance learning
Feedback
Internet
Learning
Middle school students
Middle schools
Motivation
Pandemics
Polls & surveys
Secondary school students
Students
Technology
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Summary:More and more educational institutions have to replace face‐to‐face classes with online learning classes or e‐learning due to the spread of coronavirus (COVID‐19). To create efficient online learning experiences, students’ readiness and willingness to join e‐learning activities must be considered. A few aspects to consider are how accessible online learning technology is to the participants, their proficiency in using e‐learning devices, and their motivation in joining online learning, especially online EFL classes. Therefore, this study attempted to understand those aspects of online learning by gathering survey feedback from a group of students. The survey participants were seventh‐grade students of Muhammadiyah 2 Junior High School of Purwokerto, Indonesia. Data were collected using a five‐point Likert scale questionnaire. The results of the survey would be analysed to find out frequencies, means, and standard deviations. The results have concluded that, despite significant positive feedback regarding the students’ readiness and motivation for joining e‐learning classes and online EFL learning, there were still a number of students who were unsure of their readiness in joining such activities. Therefore, it is suggested that further effort is made to make online learning more accessible to more students.
ISSN:0020-8701
1468-2451
DOI:10.1111/issj.12271