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INTRODUCTION .- 2G HH HH HH nghiệt 1 1.1 Rationale of the Study
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The primary goal of this research is to investigate students’ challenges and perceptions towards online English learning during the Covid-19 pandemic; using questionnaire and semi-structured interviews as the main research instruments; and the research being conducted with 210 first-year non-English-majored learners at the Faculty of Foreign Languages of the university.
1.3 Aims and objectives of the study
The research aims at studying first-year students’ challenges and perceptions towards online English learning during the Covid-19 pandemic.
The interrelated objectives of the research are:
- Finding out challenges faced by the students in online English learning during Covid-19 pandemic.
- Investigating the students’ perceptions towards online English learning during the Covid-19 pandemic.
The research seeks to answer the following questions:
1 What are the challenges encountered by the students in learning English online during the COVID-19 pandemic?
2 How do the students perceive of English online learning practices during the COVID-19 pandemic?
To achieve the research aims, this study uses mixed methods with quantitative and qualitative data to reveal findings Firstly, the survey questionnaire is utilized as the main instrument for gathering quantitative data The survey is conducted with 210 first-year non-English-majored students to study the factors that influence their fluency in English-speaking classes Secondly, semi-structured interviews are conducted with 50 students to get an in-depth understanding of the investigated factors Noticeably, the results of the survey and interviews are studied in parallel and compared to conclude the key factors related to learners’ challenges and perceptions toward online English learning during Covid-19 pandemic.
This study has both theoretical and practical implications From a theoretical perspective, the study can provide a solid framework for similar studies From a practical perspective, this study not only offers implications for governments and universities to better prepare for the move from traditional learning to e-learning during this pandemic, but also provides a good practice should there be a similar emergency in the future.
This study contains five chapters Each chapter contains different explanations related to the topic which is discussed.
Chapter 1: Introduction — presents a brief description of the study The rationale, the scope, the aims and objectives, the research methodology, the significance, and the outline of the study are all included in this part.
Chapter 2: Literature Review — provides the theoretical knowledge as a base for the study First of all, there are definitions and relevant explanations of key terms: online learning, online learning during covid-19, perceptions and challenges Moreover, several previous studies are reported to indicate the approach of the study and build a fundament for the design of a survey questionnaire and interview questions.
Chapter 3: Research Methodology — mentions the methodology utilized to achieve the aim of the study Besides, it gives a description of the participants chosen for the study It also presents the instruments for data collection, and the procedure of data analyses as well.
Chapter 4: Findings and Discussions — describes and analyzes the data collected from the survey questionnaire and the interviews with students After that,the information is evaluated in the discussions.
Chapter 5: Conclusions — summarizes all the main issues prior to proposing some implications for teaching and learning English online in the future In addition,some certain limitations of this study are pointed out Last but not least, the recommendations are provided for further research.
LITERATURE REVIEẨW LH nen HH HH HH Hiệp 5 “N90
Student Barriers to Online Learning in Different Contexfs
There are a variety of challenges to overcome while employing Online-learning, despite the fact that it can make the learning process for students more effective.
For teachers of English as a foreign language, one of the biggest challenges is figuring
15 out how to impart knowledge and skills to students in a virtual classroom They must become technically proficient and have a thorough understanding of the challenges students confront when taking online courses to learn English.
In Vietnam, teachers and students struggle to use online learning, so just few learning opportunities is providedfor learners(Do, 2018) Most Vietnamese higher institutions and schools used an Online-learning platform to keep the educational process flowing because of the Corona Virus One of the most compulsory well-liked new tools among college students during the hazardous years of COVID-19 is Zoom In order to teach English to EFL students at Hanoi University of Industry (HaUI) during the Covid-19 pandemic, Zoom has been used in Online- learning However, due to a large number of obstacles, the majority of EFL students in HaUI found it difficult to study English online.
During the COVID-19 pandemic, Zoom emerged as a popular video conferencing solution, attracting users from various sectors, including government organizations, academia, non-profits, and individuals Founded in 2011, Zoom provides high-quality audio, video, and screen sharing capabilities, making it ideal for online meetings, webinars, virtual classes, and other virtual conferences In the academic realm, Zoom's features have empowered educators to foster engaging learning environments through virtual whiteboards, annotation tools, breakout rooms for group collaboration, polls for student feedback, and chat for class discussions Moreover, Zoom's recording capabilities allow classes to be easily accessible for later review Videoconferencing, including platforms like Zoom, has been a valuable tool in distance learning, enabling real-time interaction between professors and students for many years.
The difficulties that prevent students from achieving their individual learning objectives might be defined as barriers (Henderikx et al., 2019) Many studies have been conducted to examine the obstacles to online learning, depending on the geographical characteristics, types of learners, local educational policies, or the development of technology in a specific area.
Nguyen (2022) recognized the lack of physical interaction and tiredness as obvious disadvantages of online education system In the conventional face-to-face classroom setting for learning English, students can move around and take part in short practice conversations or interviews They might also benefit from various activities such as role-play, pair work, group work, or presentations if these help them stay focused and acquire knowledge This potential, however, is not achievable in an online course since teachers cannot observe the course's impact on students' nonverbal behaviors and their growth in empathy, according to Murdock et al (2012) That meant that the lecturers were still unable to identify the students’ interpersonal connections and peer interactions in the online classes According to numerous studies, other obstacles to the adoption of online learning include the limitations of technological devices and users’ technology literacy As a result, these limitations reduce opportunities for communication and learning or decrease students' enjoyment with their on-going education These research demonstrated that a lack of connectivity and restrictions in the internet infrastructure is among the biggest obstacles of online learning For those who reside in rural areas, the situation is substantially worse In addition to technology limitations, distractions, incompetent teachers, ineffective learners, and health problems were seen as drawbacks in online classes Thamrin (2020) stated that the issue of student distraction, which is caused by an external factor, is particularly significant when learning online, especially in homes where children must assist their parents in selling products or caring for family members.
The barriers to online learning identified by Henderikx et al (2019) were difficulties with reading, writing, and typing skills, technical computer issues, a sense of isolation, family issues, social interaction, a lack of time, a lack of academic knowledge, problems at work and a lack of support from friends, coworkers and family, a lack of technology knowledge, computer and/or Internet problems, and a lack of instructor presence The empirical study by Henderikx et al (2019) also revealed challenges with students’ management of their education, a lack of time, poor course material, a lack of enthusiasm, poor teaching quality, and/or family issues.
Muilenburg and Berge (2005) identified eight distinct barriers, including Administrative/instructor issues; Social interactions; Academic skills; Technical skills; Learner motivation; Time and support for studies; Cost and access to the Internet; Technical problems Similar to this, Ardichvili (2008) found different results by naming the barriers from learners’ perspectives as interpersonal factors — e.g fear of criticism and fear of misleading others; procedural factors — i.e lack of clarity on the best way of sharing, etc.; Technological factors — i.e lack of technological aptitude; and an item different from other studies: the impact of cultural factors — e.g.saving face, in-group orientation, etc.
Learners’ Perceptions towards Online LearnIng - -ô ô+ sôcesc+se+sesses 18 2.6 PreViOUS ải caađũõẳầắầẳầọầọặ
As discussed previously, the increasing popularity of the Internet may present opportunities for online education There is an abundance of research indicating that there should be no substantial differences between the effectiveness of well-designed online and in-person learning (Muilenburg and Berge, 2005) Despite this, there are still considerable disparities in how students view their online learning experiences. Research have demonstrated both positive and negative students’ attitudes toward online education To the extent that these students' perceptions of their past, present, or future online learning experiences are negative, these perceptions may contribute to outcomes such as higher dropout rates (Carr, 2000), low motivation to learn (Maltby & Whittle, 2000), and decreased student satisfaction with the learning experience (Kenny, 2003) To strengthen lecturers’ ability to create teaching, improve how they instruct, and better advise students, this research is conducted on individual student differences Partially, the researcher wishes to gain a better knowledge of which students may encounter problems when attempting to study online, what those challenges are, and eventually how I can assist individuals in their learning by identifying and overcoming their specific obstacles.
In this research, the students’ perceptions towards online English learning will be examined through 4 independent variables:
- Ability and confidence with online learning technology: people's assessment of their aptitude for carrying out specific activities successfully (Bandura, 1977)
- Effectiveness of online learning: Students' beliefs of their own ability to succeed as students online (Mungania, 2003).
- Online learning enjoyment: The user's level of interest in particular systems directly influences whether they intend to utilize those systems in the future (Davis et al., 1989)
- External influence: The impact of mass media articles, professional judgments, and objective information that a person takes into account when engaging in a behavior (Bhattacherjee, 2000)
In terms of barriers students have to face in the process of learning online, this study focuses on 6 main factors:
- Technological skills: Students’ perceived challenges to online learning caused by their lack of technical abilities (Muilenburg and Berge, 2005)
- Administrative and Instructors’ issue: Students’ perceived challenges that administrators and instructors control (Muilenburg and Berge, 2005)
- Social Interaction: Students’ perceived challenges to online learning caused by a lack of interaction with peers or the instructor (Muilenburg and Berge, 2005)
- Academic skills: Students’ perceived challenges to online learning due to their lack of academic skills in such areas as writing, reading, or communication (Muilenburg and Berge, 2005)
- Cost and access to the Internet: Students’ concerns about the high cost of the Internet, the loss of privacy or the stability of the Internet connection (Muilenburg and Berge, 2005)
- Learner motivation and engagement External and internal factors influencing student’s attitudes towards online learning (Muilenburg and Berge, 2005; Ngo, 2021) 2.6 Previous Studies
The adoption of online learning has become a focus of study internationally in recent years, and the Covid-19 pandemic has pushed its application across many educational contexts This chapter provides an in-depth analysis of prior research conducted both
19 internationally and in Vietnam, with a focus on learners' challenges and impressions of online English learning during the pandemic.
In online courses, Rovai and Jordan (2004) emphasize the importance of creating a strong feeling of community They advocate for techniques that promote social connection and collaboration among students, resulting in greater engagement and fewer feelings of isolation This is critical since learner involvement has been found to improve academic achievement (Carini et al., 2006).
Wang and Vasquez (2012) investigated multimedia and interactive features in online training They emphasize the importance of these components in encouraging active learning and keeping learners' attention This finding is consistent with Mayer's multimedia learning theory, which proposes that effective multimedia use can improve learning outcomes (Mayer, 2009).
During the Covid-19 pandemic, Nguyen (2020) did a study on student perceptions toward online learning in the Vietnamese context The research found a combination of favorable and negative perceptions While students liked the flexibility that online learning provided, issues such as inadequate internet access and a lack of face-to-face contacts were noted as barriers to their learning experience.
In Tran and Nguyen's study (2021), technological readiness appeared as a critical element They looked into students’ readiness for online learning in Vietnam and discovered that characteristics including computer literacy, availability to gadgets, and reliable internet all had a substantial impact on students' readiness for online classes Nguyen and Tran (2022) investigated the impact of timely feedback and clear communication on students’ motivation and participation in online learning They emphasized the importance of excellent teacher assistance in maintaining pleasant learning experiences in online environments.
On the whole, this chapter explained the definitions of online learning, its development, benefits and challenges Subsequently, previous related studies were revised to recognize the gap in research The research offers the framework for
20 comprehending the difficulties and views of first-year university students in Hanoi navigating online English learning during the pandemic The following chapter will delve more into the study methods and design used to investigate these difficulties and perspectives.
RESEARCH METHODOLOGY -.- SẶ Sex 22 Su n
Data analysis procedure Q2 G 1H TH ng rưy 27 B15 SUMMATY 0.00 - .addẢ
The findings mainly focused on two elements: the problems facing students’ learning English online, and the key factors affecting their perceptions Thus, the procedure of data analysis would undergo the following process.
The information gathered from the survey questionnaire will be examined in Excel. Data cleansing, coding, and entering are all part of the analysis procedure To summarize the data, descriptive statistics will be computed, and group comparisons based on participant characteristics may be made For data visualization, Excel's charting and graphing capabilities will be employed The analyzed data will be interpreted in order to get findings that are consistent with the research objectives and questions Using Excel for data analysis makes the process more practical, efficient, and accessible, allowing for orderly data processing and clear display of results.
Besides, the transcripts of the interviews were analyzed Afterward, the results from the survey questionnaire were presented parallel with the information gained from interviews for a comparison between the data taken from the two instruments.
This study's research design is quantitative, with data collected through a survey questionnaire and interviews The study will take conducted at a university in Hanoi, Vietnam, with 200 online freshmen from various classes participating The survey questionnaire is built with pre-existing items from previous literature and utilizes a five-point Likert scale In-depth insights from a selection of participants will be gathered through interviews Excel will be used to evaluate the collected data, which will include data cleaning, coding, entry, descriptive statistics, and visualizations.
Overall, the purpose of this study is to investigate online learners' perceptions, challenges, and likelihood of enrolling in future online courses, thereby offering useful insights into the effectiveness and enjoyment of online learning.
FINDINGS AND DISCUSSION 0.0 ceceeeeeceeeeeeeeeeeeeeeeeeeaes 29 4.1 Participants’ demographics cs cceescceescesseceseecenceeseeesaecesaeceeeeseaeeesaeeesaeeeneeseaes 29 4.2 Learners’ difficulties in online learning - s55 sss+<ss+ssesseeeeeeeseeers 31 4.3 Learners’ perceptions of online ẽ€arn1TE .- - 55s s + +ssesseeeeerereers 36 4.4 Likelihood of taking future online COUTS€S - - 5 <5 5 1+ +svessseseers 39 4.5 Discussion nốa c7
Comparison of findings with prior literature .- 55555 5S <++se+ssess 41 4.5.2 Analysis of learners’ perceptions of online learning - ô++sôs+ 42 4.5.3 Examination of learners’ difficulties in online learning -ôô- 47
In line with prior research, technical issues emerged as a significant challenge in online learning Learners faced difficulties with internet connectivity, software functionality, and device compatibility, hindering their learning progress This highlights the ongoing need for reliable technical infrastructure and support in online platforms to alleviate these obstacles.
The participants’ difficulties with time management are consistent with prior findings (Garrison & Vaughan, 2008; Martin et al., 2020) Due to the lack of a physical classroom atmosphere and the existence of distractions at home, participants reported difficulty in developing and sustaining a scheduled study regimen This emphasizes the need of providing learners with time management tools and instructions in online learning situations.
The issue of self-motivation and the lack of face-to-face interaction highlighted in this study has previously been documented (Rovai, 2003; Picciano, 2017) The lack of personal connection and a real classroom atmosphere impacted participants’ enthusiasm to study English online This shows that additional tactics, such as
Al including interactive activities, group projects, and virtual communication tools, may be required to increase learner engagement and motivation in online learning.
Furthermore, the participants' ideas for improving their online learning experience are consistent with past research Improved technical support, such as specialized helplines and online chat support, has been proposed as a means of addressing technological issues and ensuring smooth learning experiences (Bao, 2020; Picciano,
2017) Structured time management tools, study timetables, and goal-setting techniques can help learners manage their time more effectively and limit distractions (Garrison & Vaughan, 2008; Artino & Stephens, 2009) It has also been advocated to incorporate interactive and engaging learning tools, such as multimedia resources and collaborative tasks, to improve student motivation and satisfaction (Dabbagh & Kitsantas, 2012; Tuan, 2014).
4.5.2 Analysis of learners' perceptions of online learning
4.5.2.1 Factors influencing learners' ability and confidence with online learning technology
The survey and interview data shed light on the elements that influence learners’ skill and confidence with online learning technologies The research revealed several critical factors.
To begin, technological challenges were found as a significant element influencing learners' capacity and confidence in using online learning technologies According to the survey findings, nearly 40% of participants complained a lack of clear expectations and instructions, while 30% were dissatisfied with their professors’ abilities to teach online This implies that the efficacy of online learning technology in delivering teaching and supporting learning activities is critical to learners’ confidence and ability to navigate the online learning environment.
Second, the availability and access of the internet emerged as a significant element. Approximately 25% of respondents said it was difficult to reach academic or administrative staff, and 20% were concerned about the cost and availability of online learning technology Learners' capacity to fully participate in online courses,
42 complete assignments, and engage with instructors and peers might be hampered by a lack of stable internet connections, affecting their confidence and overall learning experience.
Furthermore, prior experience and familiarity with online learning technology might have an impact on learners' abilities and confidence According to the survey results, roughly 65% of participants showed a strong desire to attend future online courses, demonstrating a level of comfort and familiarity with the online learning environment This shows that learners who have past experience with online learning technologies may be more confident and competent in navigating online platforms and utilizing accessible tools and resources.
Technological hurdles, internet connectivity, and prior online learning experience significantly influence learners' abilities and trust in online learning tools By addressing these factors through improved technical support, reliable internet access, and orientation and training initiatives, we can enhance learners' skills and confidence This, in turn, fosters more effective and fulfilling online learning journeys, resulting in a positive impact on learning outcomes.
4.5.2.2 Effectiveness of online learning and its impact on learning performance
Firstly, the data revealed that a large percentage of participants voiced issues and worries about online learning These issues included difficulty gaining basic technology skills, a lack of clear expectations and instructions, restricted contact and communication with instructors and peers, and a sense of impersonality in the online learning environment These difficulties may have a negative impact on learning performance because they impede engagement, motivation, and effective communication, all of which are necessary for successful learning.
Participants also emphasized the necessity of supported learning materials and resources They expressed a need for interactive and engaging materials, multimedia tools, and collaborative exercises to help them stay motivated and learn more effectively The availability of such materials can improve learning outcomes by encouraging active learning, knowledge retention, and skill development.
Furthermore, ideas for increased technical support and structured time management tactics from participants demonstrate the importance of these aspects in improving learning performance A conducive learning environment can be created by timely resolution of technical issues and the provision of clear rules for good time management, allowing learners to focus on their studies and enhance their learning results.
Participants' responses to their online English learning experiences varied, representing a variety of perspectives One participant expressed appreciation for the convenience and flexibility of online learning, saying, "J appreciate the convenience and flexibility of online learning." It enables me to study at my own speed and incorporate learning into my hectic schedule." This shows the benefits of online learning, such as the flexibility to access educational resources at any time and from any location.
Another participant, however, expressed concern, saying, "I feel that the lack of face- to-face interaction hinders my language practice and the development of interpersonal communication skills." It's difficult to practice speaking and converse in real life." This view reflects online learning's limitations in terms of offering opportunities for in-person engagement and communication practice.
Despite the difficulties described, participants saw the value of online learning in improving their English language skills "J believe online learning has the potential to improve my language abilities," one participant stated “Jt provides a wide range of information and materials to assist me in improving my reading, writing, and listening skills."
SUMIMALY (2G G1 gọn nh 51
This chapter covers the summary of the findings, some pedagogical recommendations, limitations of the studies, and implications for future studies.
In culmination, this thesis offers a thorough examination into the world of online learning, digging thoroughly into the experiences, obstacles, perspectives, and future prospects of participants in this emerging educational paradigm The study provides unique insights that add to the greater conversation on online education through a rigorous examination of the collected data The voyage began with an investigation of the demographic landscape of the study's participants, which provided a comprehensive picture of the sample population Gender distribution, prior online learning exposure, duration of English language education, and urban-rural origins identified as important contextual elements that expanded the study's contextual framework Participants’ experiences with problems were highlighted with maximum clarity as the study delves into the complexities of online learning Technological obstacles surfaced as a common roadblock, emphasizing the importance of digital literacy in today's educational setting Administrative and instructor-related issues, social contact limits, and academic skill shortages emphasized the diverse character of the obstacles that online learners face.
These difficulties, however, were contrasted with participants' opinions of online learning The findings offer light on participants’ rising confidence and comfort with online learning technology The effectiveness, autonomy, and convenience of online learning were rated favorably, indicating that this mode has the ability to meet a wide range of educational demands Furthermore, the chance of participants enrolling in subsequent online courses revealed their resilience and adaptability in the face of adversity Despite the hurdles, participants expressed a willingness to continue their online education path, which was motivated by variables such as contentment, flexibility, and external endorsements This thesis concludes with a comprehensive
CONCLUSION ĐH HH giết 53 5.1 Recapitulations of main findings .- - + + 1x19 E99 key 53 5.2 Pedagogical recommendations .cccescesseesceeseceseceeeeseeeseeeeeeceeseeeaeceeeeeeeaeeees 54 5.3 Limitations of the study and implications for future studies
This chapter covers the summary of the findings, some pedagogical recommendations, limitations of the studies, and implications for future studies.
In culmination, this thesis offers a thorough examination into the world of online learning, digging thoroughly into the experiences, obstacles, perspectives, and future prospects of participants in this emerging educational paradigm The study provides unique insights that add to the greater conversation on online education through a rigorous examination of the collected data The voyage began with an investigation of the demographic landscape of the study's participants, which provided a comprehensive picture of the sample population Gender distribution, prior online learning exposure, duration of English language education, and urban-rural origins identified as important contextual elements that expanded the study's contextual framework Participants’ experiences with problems were highlighted with maximum clarity as the study delves into the complexities of online learning Technological obstacles surfaced as a common roadblock, emphasizing the importance of digital literacy in today's educational setting Administrative and instructor-related issues, social contact limits, and academic skill shortages emphasized the diverse character of the obstacles that online learners face.
These difficulties, however, were contrasted with participants' opinions of online learning The findings offer light on participants’ rising confidence and comfort with online learning technology The effectiveness, autonomy, and convenience of online learning were rated favorably, indicating that this mode has the ability to meet a wide range of educational demands Furthermore, the chance of participants enrolling in subsequent online courses revealed their resilience and adaptability in the face of adversity Despite the hurdles, participants expressed a willingness to continue their online education path, which was motivated by variables such as contentment, flexibility, and external endorsements This thesis concludes with a comprehensive
53 discussion that aligns the research findings with the current corpus of literature This synthesis emphasizes the persistence of obstacles in the online learning arena and emphasizes the significance of proactive measures to address technological, instructional, and motivational concerns The study also emphasizes the importance of external factors like internet connectivity and cost in altering learners' views and decisions.
In summary, this thesis unfolds as a comprehensive trip through the dimensions of online learning, exposing a tapestry of difficulties, opportunities, and insights The findings give fuel to the continued growth of online education, emphasizing the need for specific interventions that improve the quality, accessibility, and efficacy of this dynamic educational paradigm.
Based on the research's substantial findings and insights, a set of pedagogical recommendations emerge to guide the enhancement and refining of online learning experiences These recommendations are targeted to address the study's various difficulties and provide strategies for improving the effectiveness and inclusivity of online education. e Initiatives to Improve technology Proficiency: Recognizing the importance of digital literacy, institutions should add specific modules or seminars to provide learners with important technology skills These endeavors may include software usage guides, addressing typical technical issues, and assuring device compatibility Institutions can empower participants to traverse the online learning landscape with confidence and ease by developing their technological skills. e Clear and Comprehensive Instructional Guidelines: Instructors should provide clear and comprehensive instructional guidelines to mitigate administrative and instructor-related problems Expectations for tasks, assessments, and communication protocols should all be included in these standards. Additionally, educators can use digital platforms to build channels of communication, assuring quick feedback and support Transparent and
54 consistent instruction can help learners overcome uncertainty and develop a sense of direction.
Interactive and Collaborative Activities: Educators should incorporate interactive and collaborative activities into the curriculum to solve the limits of social contact in online learning Group projects, virtual chats, and peer reviews can all help to foster a sense of belonging and involvement These exercises not only promote knowledge exchange but also improve interpersonal skills, simulating the dynamics of a regular classroom setting.
Individualized Time Management solutions: Because time management issues are so prevalent, institutions should provide individualized time management solutions Workshops on effective scheduling, task prioritizing, and self- discipline strategies should be included Allowing students to efficiently manage their time can help them avoid distractions and develop a disciplined approach to online learning.
Diversified Assessment procedures: To address academic skill inadequacies, instructors should use diversified assessment procedures that accommodate a variety of skill sets Combining standard written evaluations with multimedia projects, oral presentations, and collaborative assignments can provide a more thorough assessment of students' abilities This method guarantees that learners’ various strengths are recognized and promoted.
Self-Motivation Cultivation: Institutions can add motivational tactics into the learning environment to combat self-motivation difficulties Incorporating goal-setting activities, progress tracking tools, and peer support platforms can boost intrinsic motivation Cultivating a sense of accomplishment and growth can motivate students to stay enthusiastic and committed to their online learning experience.
Improved Technical Support Channels: Institutions should establish dedicated technical support channels to handle learners’ technological concerns as soon as possible Helplines, online chat assistance, and _ user-friendly
55 troubleshooting instructions can all help to ease irritation caused by technical issues A solid technical support structure guarantees that learners’ attention is focused on the instructional material rather than technological challenges. e Interactive Multimedia Resources: Educators can use interactive multimedia resources to enhance the online learning experience Incorporating films, simulations, infographics, and interactive quizzes can boost engagement while also facilitating visual and kinesthetic learning styles These materials break up the monotony of text-based content and cater to a wide range of learning styles.
These pedagogical guidelines provide a complete path for institutions, instructors, and learners alike in the quest of excellence in online education Educational stakeholders may cooperatively design an inclusive, engaging, and successful online learning landscape that matches with the growing educational landscape by systematically addressing the problems described in this study and maximizing the promise of online learning.
5.3 Limitations of the study and implications for future studies
While this study provides useful insights into the field of online learning, some limitations should be considered First, the study was limited to a single university and its online English classes, thereby restricting the generalizability of findings to other educational situations Furthermore, the use of self-reported data raises the possibility of response bias and subjectivity, which could undermine the veracity of participants’ statements In addition, the study relied heavily on quantitative survey data augmented by qualitative interviews While this method allowed for a more comprehensive understanding, a more in-depth qualitative study could provide deeper insights into participants’ experiences Furthermore, the study focused on participants' opinions, thereby disregarding teachers' perspectives and ways for dealing with issues Future research should seek to address these constraints Diverse educational environments and disciplines could be investigated to provide a more thorough understanding of the problems and views of online learning Larger sample
56 sizes combined with varied research strategies, such as mixed-methods approaches, may improve the robustness of findings Incorporating the instructor's point of view and delving deeply into effective pedagogical practices can also provide a more comprehensive knowledge of online education dynamics, supporting the continual refining and optimization of this growing mode of learning.
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APPENDICES APPENDIX A: SURVEY QUESTIONNAIRE FOR STUDENTS
(English version) This survey questionnaire is designed for the study named “Learners’ Challenges and Perceptions towards Online English Learning during the Covid-19 Pandemic: