Analyzing the English for Specific Purposes (ESP) Students’ Perceptions & Challenges Towards the Use of Digital Learning Platforms in Speaking Class
https://doi.org/10.56225/jmsc.v3i1.323
Keywords:
English for Specific Purposes, Perceptions, Digital learning platforms, Speaking classAbstract
This study aims to analyze the ESP students' perceptions and challenges toward using digital learning platforms in their speaking classes. The research design employed is a mixed method. The participants are 130 international ESP students in one of the private universities in Malang. The instrument is a close-ended questionnaire with 6 open-ended questions distributed via Google Forms. In analyzing the data collected, a descriptive statistical analysis was used for the close-ended questions and a thematic analysis for the open-ended questions. The findings show that the digital learning platforms Zoom, Canvas, and WhatsApp had positive perceptions from most participants. It has high percentages on language learning potential, meaning focus and authenticity of CALL evaluation criteria. WhatsApp got the most perception among them. Moreover, the challenges encountered by the participants are technical, material, and interaction problems. To sum up, ESP students perceived those three digital learning platforms in their speaking class positively despite the challenges they faced when using them. This finding could be a consideration for ESP practitioners and students when choosing the appropriate digital learning platform for their students. Moreover, a variation in instruments and analyzing different skills could gain deeper insight into this issue.
Downloads
References
Abubakar, M., & Tsuraya, A. (2021). Investigating Students’ Eyesights in the Utilization of Platforms in Learning ESP During the Covid-19 Pandemic. Seltics Journal: Scope of English Language Teaching Literature and Linguistics, 4(1), 1-16.
Ahmed, S. T. S. (2019). Chat and Learn: Effectiveness of Using WhatsApp as a Pedagogical Tool to Enhance EFL Learners Reading and Writing Skills. International Journal of English Language and Literature Studies, 8(2), 61–68.
Amin, F. M., & Sundari, H. (2020). EFL Students’ Preferences on Digital Platforms During Emergency Remote Teaching: Video Conference, LMS, or Messenger Application? Studies in English Language and Education, 7(2), 362-378.
Archambault, L., Wetzel, K., Foulger, T. S., & Williams, M. K. (2016). Professional development 2.0. Journal of Digital Learning in Teacher Education, 2974(April), 2153–2974.
Barhoumi, C. (2020). The effectiveness of WhatsApp Mobile learning activities guided by activity theory on students’ knowledge management. Contemporary Educational Technology, 6(3), 221-238.
Cam, Lien. (2021). The Application of E-learning in English Teaching at Dong Nai Technology University. International Journal of Progressive Sciences and Technologies, 25(1), 544.
Chapelle, C. A. (2001). Computer applications in second language acquisition. Cambridge University Press.
Cho, Y., Richards, A., & Jones, S. (2023). The use of CANVAS LMS in remote academic EFL writing classes: Its benefits and limitations. Korean Journal of General Education, 17(4), 103-124.
Dharmawati, Dharmawati. (2022). The Use of Zoom Application as Teaching Media To Improve Students Speaking Skill. IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature, 10 (22), 1933-1940.
Guzacheva. (2020). Zoom technology as an effective tool for distance learning. Bulletin of Science and Practice, 6(5), 457–460.
Hamidah, N. F., & Prystiananta, N., C. (2022). Zoom Cloud Meeting: Teaching Media in Esp Online Learning. Linguistic, English Education and Art (LEEA), 5 (2), 175-182.
Handayani, A. D., Cahyono, B. Y., & Widiati, U. (2018). The Use of Instagram in the Teaching of EFL Writing: Effect on Writing Ability and Students’ Perspectives. Studies in English Language Teaching, 6(2), 112.
Hartono, H., Widiyati, E., & Anwar, C. (2023). Group Work in Zoom Breakout Rooms to Enhance English-Speaking Self-efficacy for Active Learning Activities. Studies in English Language and Education, 10(1), 137-154.
Jamieson, J., Chapelle, C., & Preiss, S. (2013). CALL evaluation by developers, a teacher, and students. CALICO Journal, 23(1), 93-138.
Jasrial, D. (2017). Utilizing Whatsapp Application for Teaching English Language: Why and How? Isbn: 978-602-70378-2-3.
Kagan, J. (2019). Video Conferencing. https://www.investopedia.com/terms/v/video-conferencing.asp
Kasami, N. (2021). Students’ Perceptions of Digital Storytelling in Primarily Asynchronous EFL Classes at A Japanese University. CALL in a climate of change: adapting to turbulent global conditions – short papers from EUROCALL 2017 (pp. 177-183).
Khoiriyah, Khoiriyah. (2023). Students’ Preference of Speaking Activities in Online ESP Classes. Al-Ishlah: Jurnal Pendidikan, 15 (2), 1310-1320.
Kirovska-Simjanoska, D. (2019). Digital vs in-Person Learning Environment in ESP Classrooms: Let the Students Decide. SEEU Review, 14(1), 36–68.
Kulal, A., & Nayak, A. (2020). Astudy on Perception of Teachers and Students Toward Online Classes in Dakshina Kannada and Udupi District. Asian Association of Open Universities Journal, 15(30), 285-296.
Latief, M., A. 2016. Research Methods on Language Learning an Introduction 2nd Ed. Malang: Universitas Negeri Malang.
Lam, Y. W., Hew, K. F., & Chiu, K. F. (2018). Improving Argumentative Writing: Effects of A Blended Learning Approach and Gamification. Language Learning & Technology, 22(1), 97–118.
Lee, J. S. (2019). Informal digital learning of English and second language vocabulary outcomes: Can quantity conquer quality? British Journal of Educational Technology, 50(2), 767–778
Mulyadi, Dodi, et .al (2020). Blended Learning in English for Specific Purposes (ESP) Instruction: Lecturers’ Perspectives. Computer-Assisted Language Learning Electronic Journal, 21(2), 204-219
Nugroho, A. & Atmojo, A. E. P. (2020). Digital learning of English beyond classroom: EFL learners' perspective and teaching activities. Journal of English Education and Linguistics Studies, 7(2), 219-243.
Nugroho, A. & Rahmawati, A. (2020). "Let's Write a Caption!": Utilizing Instagram to Enhance ESP Students' Writing Skills". Jurnal BASIS, 7(1), 1-12.
Palupi, D., Bahari, J. L. N., & Wulandari, R. M. (2023). ESP Students’ Perceptions on the Use of Whatsapp Application as a Learning Tool. Riwayat: Educational Journal of History and Humanities, 6 (2), 2023, 359-366
Poláková, P., & Klímová, B. (2019). Mobile technology and Generation Z in the English language classroom – A preliminary study. Education Sciences, 9(3), 1-11.
Prayogo, A., & Widyaningrum, L. (2019). WhatsApp-mediated language teachers’ reflection of classroom practice: Experience of Indonesian context. Indonesian Journal of English Language Teaching and Applied Linguistics, 4(1), 61-82.
Rahman, A. W., Patintingan, A., & Indahyanti, R. (2018). Learning beyond the classroom: Whatsapp in language learning. Exposure: Jurnal Pendidikan Bahasa dan Sastra Inggris, 7(2), 71-89.
Rahmawati, A. & Sujono, F. K. (2021). Digital Communication through Online Learning in Indonesia: Challenges and Opportunities. Jurnal Aspikom, 6(1).
Rochmawati, D. & Efendi, A. (2023). College students’ perception on the implementation of virtual flipped classroom (VFC) in EFL classroom. SALEE: Study of Applied Linguistics and English Education, 4(2), 409-423.
Salam, U. (2020). The Students’ Use of Google Classroom in Learning English. JPI (Jurnal Pendidikan Indonesia).
Subandoro, P. S., & Sulindra, E. (2019). Optimizing Collaborative Learning: Using Google Classroom in Business English Correspondence Class. VOCATIO: Jurnal Ilmiah Ilmu Administrasi Dan Sekretari.
Tapscott, D., & Williams, A. D. (2010). Innovating the 21st-century university: It is time. EDUCAUSE, 45(1), 17-29.
Virginiya, P. T. (2023). Higher Vocational Students’ Perception on The Use of Canvas Instructur in Blended Flipped-Instructured ESP Classes. Yavana Bhasha Journal of English Language Education, 6(1).
Waicekawsky, L., Laurenti, L., & Yuvero, F. (2020). Teaching ESP Online during the COVID-19 Pandemic: An Account of Argentinian Students on this Teaching Modality. EDP Sciences Journal.
Warni, S., Aziz, T. A., & Febriawan, D. (2018). The use of technology in English as a foreign language learning outside the classroom: An insight into learner autonomy. LLT Journal, 21(2), 148-56.
Warschauer, M. & Meskill, C. (2000). Technology and second language learning and teaching. Handbook of Undergraduate Second Language Education. Mahwah, NJ: Lawrence Erlbaum.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2024 Authors
This work is licensed under a Creative Commons Attribution 4.0 International License.
Copyright @2022. This is an open-access article distributed under the terms of the Creative Commons Attribution 4.0 International License (https://creativecommons.org/licenses/by/4.0/) which permits unrestricted to copy and redistribute the material in any medium or format, remix, transform, and build upon the material for any purpose, even commercially.
This work is licensed under a Creative Commons Attribution 4.0 International License.