Article Sidebar

Submitted
November 19, 2022
Published
November 30, 2023
Download
pdf
Statistic
Read Counter : 128 Download : 90

Main Article Content

Abstract

This research aims to analyze the engagement of an EFL learner during an online writing course. The participant was a semester 3 student of English Education Department who had some experience and a great interest in writing skills in one of the universities in Indonesia. The data were collected through semi-structured interview and then were analyzed using thematic analysis. The finding shows that the participant has the three key aspects of learning engagement, there is behavioral, emotional, and cognitive engagement in the writing online courses. Though the participant had obstacles when involved in collaborative learning, she still managed to engage well in the online writing course in general. Thus, this study concluded that EFL learners who perform well in online collaborative writing tasks are more likely to have great engagement in online learning courses.


 

Keywords

online language learning online learning engagement writing course

Article Details

Creative Commons License

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

How to Cite
Qatrunnida, M., & Ardini, A. S. (2023). Online Learning Engagement in an EFL Writing Coursework: An Undergraduate Student’s Voice. Journal of English and Education (JEE), 9(2). https://doi.org/10.20885/jee.v9i2.26235
Download Citation
Endnote/Zotero/Mendeley (RIS)
BibTeX

References

  1. Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa
  2. Buelow, J. R., Barry, T. A., & Rich, L. E. (2019). Supporting Learning Engagement with Online Students. Online Learning, 22(4). https://doi.org/10.24059/olj.v22i4.1384
  3. Cleveland-Innes, M., & Campbell, P. (2012). Emotional presence, learning, and the online learning environment. The International Review of Research in Open and Distributed Learning, 13(4), 269. https://doi.org/10.19173/irrodl.v13i4.1234
  4. Cole, A. W., Lennon, L., & Weber, N. L. (2021). Student perceptions of online active learning practices and online learning climate predict online course engagement. Interactive Learning Environments, 29(5), 866–880. https://doi.org/10.1080/10494820.2019.1619593
  5. Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School Engagement: Potential of the Concept, State of the Evidence. Review of Educational Research, 74(1), 59–109. https://doi.org/10.3102/00346543074001059
  6. Konak, A., Kulturel-Konak, S., & Cheung, G. W. (2019). Teamwork attitudes, interest and self-efficacy between online and face-to-face information technology students. Team Performance Management: An International Journal, 25(5/6), 253–278. https://doi.org/10.1108/TPM-05-2018-0035
  7. Lambert, V. A., & Lambert, C. E. (2012). Qualitative Descriptive Research: An Acceptable Design. . Pacific Rim International Journal of Nursing Research, 255–256.
  8. Luan, L., Hong, J.-C., Cao, M., Dong, Y., & Hou, X. (2023). Exploring the role of online EFL learners’ perceived social support in their learning engagement: a structural equation model. Interactive Learning Environments, 31(3), 1703–1714. https://doi.org/10.1080/10494820.2020.1855211
  9. Mulliner, E., & Tucker, M. (2017). Feedback on feedback practice: perceptions of students and academics. Assessment & Evaluation in Higher Education, 42(2), 266–288. https://doi.org/10.1080/02602938.2015.1103365
  10. O’ Shea, S., Stone, C., & Delahunty, J. (2015). “I ‘feel’ like I am at university even though I am online.” Exploring how students narrate their engagement with higher education institutions in an online learning environment. Distance Education, 36(1), 41–58. https://doi.org/10.1080/01587919.2015.1019970
  11. Oraif, I., & Elyas, T. (2021). The Impact of COVID-19 on Learning: Investigating EFL Learners’ Engagement in Online Courses in Saudi Arabia. Education Sciences, 11(3), 99. https://doi.org/10.3390/educsci11030099
  12. Overbeck, & More, L. (1984). Developing Self-Awareness about Writing Processes: The Perry Model and the Remedial Writer. In Education Resources Information Center (ERIC) Archive(p. 13).
  13. Park, S., Holloway, S. D., Arendtsz, A., Bempechat, J., & Li, J. (2012). What Makes Students Engaged in Learning? A Time-Use Study of Within-and Between-Individual Predictors of Emotional Engagement in Low-Performing High Schools. Journal of Youth and Adolescence, 41(3), 390–401. https://doi.org/10.1007/s10964-011-9738-3
  14. Poulos, A., & Mahony, M. J. (2008). Effectiveness of feedback: the students’ perspective. Assessment & Evaluation in Higher Education, 33(2), 143–154. https://doi.org/10.1080/02602930601127869
  15. Purinton, E. F., & Burke, M. M. (2020). Engaging Online Students: Using A Multisensory Exercise For Deeper, Active Learning. Marketing Education Review, 30(1), 29–42. https://doi.org/10.1080/10528008.2019.1677478
  16. Rao, V. C., & Durga, M. (2018). Developing Students’ Writing Skills in English-A Process Approach. 2.Riebe, L., Roepen, D., Santarelli, B., & Marchioro, G. (2010). Teamwork: effectively teaching an employability skill. Education + Training, 52(6/7), 528–539. https://doi.org/10.1108/00400911011068478
  17. Stewart, M. K. (2019). The Community of Inquiry Survey: An Assessment Instrument for Online Writing Courses. Computers and Composition, 52, 37–52. https://doi.org/10.1016/j.compcom.2019.01.001
  18. Sun, S. Y. H. (2014). Learner perspectives on fully online language learning. Distance Education, 35(1), 18–42. https://doi.org/10.1080/01587919.2014.891428
  19. Wildman, J. L., Nguyen, D. M., Duong, N. S., & Warren, C. (2021). Student Teamwork During COVID-19: Challenges, Changes, and Consequences. Small Group Research, 52(2), 119–134. https://doi.org/10.1177/1046496420985185
  20. Yang, Y.-F. (2011). Engaging students in an online situated language learning environment. Computer Assisted Language Learning, 24(2), 181–198. https://doi.org/10.1080/09588221.2010.538700