STATEMENT OF PAPER ORIGINALITY

The undersigned:

Name : Muhammad Agradean Triyono

Registration Number : 200221855506

Program : English Language Teaching

Faculty : Faculty of Letters, Magisters’ Program

Declare that this paper, entitled Online Learning Contribution for ELT: An ELT
Perspective describes my original conceptual paper to fulfill one of the requirements
of Issues in English Instructions (PINGUM 8005) as a final paper. Any theories,
findings, and research methods not my own original work have been acknowledged in
the text. Theoretical contributions and findings in this paper are my original work and
have not been submitted for any other courses in this department or universities and
have not been submitted to and/or published in any local/national/international
journals.

If later it can be revealed that this paper contains partially or wholly plagiarized
pieces or other intellectual work of any kind, I will readily accept the sanction
established by the university.

Malang, 11 January 2021

The Writer,

Muhammad Agradean Triyono

 Online Learning Contribution for ELT: an ELT Perspective
Muhammad Agradean Triyono
Universitas Negeri Malang (UM)
Jln. Semarang No.5, Malang, East Java, 65145
Email: [email protected]

Abstract
The aim of the present article is to overview ELT perspective and online learning
contribution for ELT. ELT have many ways on how to teach English, like on using
media, technique, etc. one way that we can use to teach English is going online
through internet. There is much flexibility in time to do an online learning whether it
is synchronous or asynchronous. Nowadays, it becomes more popular because of the
pandemic situation. English language teaching usually using face-to-face learning in
order to get on with the teaching process. Here, the overview will be on how online
learning contribute in English language teaching and ELT perspective on how online
learning became one technique or media for teaching learning process.
Keywords: online learning, ELT, contribution
Introduction
The use of technology in language classrooms can be traced as far back as two
decades ago, it has only been during the past ten years or so that online language
learning programs have started to increase dramatically (Fukushima, 2006). The
advance of technology helps us in every aspect of our life, especially in educational
context. As far as we know, almost in every school use the same face to face methods
in teaching learning process and still very few to use the online learning. According
to Leloup and Ponerio (1995:36) the internet and World Wide Web are no longer the
tools of the future, they are tools of today. Students need to develop competencies for
participation in and information society, for the job skills of a global economy, for
lifelong learning, and for personal pleasure. Exposure to, familiarity with, and regular
use of FL information on the internet is paramount to students’ and teachers
professional development. Online approach can present an opportunity for students or
teacher to access other learning resources, outside experts (including the lecturer),
online libraries, or databases, all of which can be accessed from one computer
terminal. This approach is ideally suited for learners who may be physically or
geographically separated (Mayadas, cited in Alexander, 1999).
E-learning: Way to Define Online Learning
E-learning was widely use in this digitalization era. Eventhough conventional
methods (face to face) is still mostly use in classrooms. E-learning is the use of
computer network technology, primarily over or through the internet, to deliver
information and instructions to individuals (Wang et al., 2010, p. 167, as cited in
Basak et al., 2018). E-learning can also defined as the utilization of electronic
technologies to access educational materials outside the conventional classrooms.
According to Lawless (2018) the definition of e-learning is learning through digital
resources. The term e-learning is described as learning online, it is also called
internet learning, computerized learning, web-based learning, virtual learning, and so
forth as it is conducted between the teachers and the students using high technological
devices.
Before the term e-learning was introduced in 1999, the principle of e-learning
had been practiced in many ways such as via correspondence, teaching machines, and
computer-based training initiation in the 1960s (White, 2018). There are some
commonly known digital application that can be used as tools for virtual learning, for
example, Google Classroom, Google Meet, Whatsapp, Moodle, Quipper, Edmodo,
Zoom, Youtube, Schoology, Century Teach, Classdojo, Nafham, Skooler, Seesaw,
and many more. This application can be mediator in online learning situation.
Technology Need in Online Learning Environment
In this modern era, the developments of technology are faster than anything.
Every aspect in life is touched by technology. For educational aspect, the
development is one way to reach another level in learning process. Usually teacher
and students meet face to face in the class, but now it can be done via online, in
example of using Google meet in conducting class but without have to directly face to
face meet in the classroom. That is all about the development of technology in
education aspect, but there is some argument about the effectiveness of this online
learning. Clark (1983: 445) said that media are mere vehicles that deliver instruction
but do not influence student achievement any more than the truck that delivers our
groceries causes changes in our nutrition. Technology here is the media that deliver
the assignment, material about some topics but it cannot influence students
achievement itself. Eventhough using online learning, it is cannot assume that it will
make a good improvement on student achievement. The EFL teacher, not the
medium, will ultimately determine whether or not any given instantiation of a DL
(distance Learning) language course makes a positive contribution to the L2 students’
long march to advanced proficiency (Blake, Wilson, Cetto, and Pardo-Ballester
(2008:124). In other words, technology only play insignificant role in students
learning experience.
Technology will help much in online learning, but the absence of face to face
contact between the teacher and the students and between the students themselves,
communication in online learning depends heavily on technology. It can be said that
reliable technology is needed in order to deliver good environment of online learning.
Despite online learning relies on technology, there are some problem to consider with
it. The problems like frequent disruption to the internet connection, slow loading,
compatibility of hardware and software, which will affect to students’ dissatisfaction.
Ku & Lohr (2003) said that technical problems are amongst the most frequently
identified. Therefore, reliable technology is requested available to deliver good online
learning environment.
 Online learning tools should be able in providing students with a diverse array
of communication channel. They must enable the students to communicate both
synchronously and asynchronously. Wiliams, Nicholas, & Gunther (2005) stated that
the provision of multi-communication channels in an online environment correlates
positively with student satisfaction with online learning delivery. In other words, if
the students can communicate synchronous or asynchronously they will get more
satisfaction and improving motivation in online learning process. Moreover, like face
to face learning, online learning also requires students to perform different learning
task such as small group discussion, class discussion presentation, brain-storming,
working in pairs, and so forth. According to Daft, Lengel, & Trevino (1987) media
richness theory postulate that the effectiveness of the media depends crucially on the
appropriate match between characteristics of task or information to be communicated
and media richness. In this case, some of communication channel may be more
appropriate than others to perform a given task. Hence, both synchronous and
asynchronous communication tools should be made available because each medium
has its own strength and weaknesses based on to task characteristics. The most
important thing is these tools should be accessible all the time.
The provision of various communication channels is particularly important for
language learning where social interaction become the central to such endeavours.
Synchronous and asynchronous communication enables language learner to interact
and communicate not only with friends, teachers but also all people from around the
world in order to practice their communication. This will motivate the student to
enhance their language skill and make their leaning process interesting. Moreover,
while providing various communication channels is important for language learning
because these communication tools enable language learners to have access to many
materials not just only depends from the teacher.
Clearly stated that technology is not the only factor that contributes on online
learning, the evidence of its role cannot be underestimated.
Teacher and Student Characteristic
In face to face learning, each teacher has different characteristics (some are
friendly, more humorous than others; some have better teaching styles and facilitating
skills than others, etc.) and these differences in teacher characteristics also contribute
on students’ perceptions about the class they attended. This also occurs in online
learning environment. Three characteristics of a teacher that may influence students
perception of the effectiveness of online learning. These include: (a) attitude towards
technology (b) teaching style, and (c) control of the technology (Webster and
Hackley, 1997).
To start with, different teachers may have different perceptions of the
effectiveness of technology enhanced learning. While some teachers may have
positive attitudes, others may have strong reservations about such a delivery mode
and, in some cases, are involved in online delivery only because such a program is
part of the university’s policy. These attitudes may be contagious for the students.
Thus, if the teacher want the students to have positive perceptions of online delivery,
then the teacher him/herself should have good attitudes in the first place.
The other factor that play crucial role in an online learning environment is the
teacher’s teaching style. Specifically, teaching style that promote social interaction
among the students and between the students and the teacher are quiet recommended.
Social interaction is crucial not only because it can reduce a sense of alienation and
isolation due to the absence of face to face communication among the classroom
members, but also because students would learn best if they interact with one another.
An important aspect in this regards is teachers’ facilitating skills, as these will affect
students’ motivation, participation and engagement in online learning activities.
Without hesitation, dynamic interactions among online students require good
facilitating skills on the part of the teacher.
The last, teachers’ survival IT knowledge is also important in maintaining
students’ positive online experience. Sometimes, students are faced with technical
problems when accessing the web and these require immediate response from the
teacher. A delayed response could decrease their motivation. In order to provide an
immediate response, the teacher themselves need to have some basic survival IT
knowledge, at least at a very practical level. Teacher must also prepared to do some
simple troubleshooting or make some modifications to course content or quizzes
when necessary, and this need a basic understanding of both hardware and software.
In practical, the success of an online learning also depends crucially on the teacher
characteristics. If the teacher him/herself does not have faith in the merit of online
learning, then it will be difficult, to expect success from such endeavours.
Students characteristic might have variation between each other. There are
students who really enjoy the face to face learning environment and other prefers to
learn and read in their own time and pace. Nonetheless, technology cannot replace
face to face communication with the teacher in a face to face classroom. Eventhough
the current situation require to do online learning, but it cannot hide the fact that
communication between teacher and students still need to be established.
Students’ perceptions of online learning may partially be attributed to
students’ individual characteristics. In short, students have different learning styles
(Diaz & Cartnal, 1999) and learning preferences (Wallace, 1996). The former refers
to how individuals process information in a certain learning environment, whereas the
latter concerns primarily the learning methods that work best for each student. Sauers
& Walker (2004) stated that students’ perception of its effectiveness is influenced by
their learning styles. In other word, eventhough face to face learning and online
learning have the same purpose with different media, it will also affect the students
particularly with their learning styles. Because students have different learning styles
and learning preferences, online learning may suit certain learning styles better than
other (Terrell, 2002). In the context of language learning, students “ whose major
learning style preference was auditory considered Web-based learning more useful
for learning vocabulary than did those with this style as a minor negligible
preference” (Felix, 2004: 245). Furthermore, the relationship between learning styles
and students’ perception of learning a language or a particular language skill online is
important in order to contribute in online learning also in ELT.
 In addition, such characteristics as attitude to belief in technology may also
affect on students’ perceptions of how technology enhanced learning may actually
help them learn (Keller & Gernerud, 2002). Furthermore, students have differing
perceptions regarding the merit of technology in their learning; some are more
positive than others. Students who have positive attitudes to technology are more
likely to succeed in these learning environments than those who do not have such
attitudes, simply because they may be more interested and more motivated, thus more
willing to work harder. In the end, these difference an affect on their attitudes to
technology-enhanced learning (Holscherl & Strubel, 2000). Since students have
different levels of computer literacy, technology-enhanced learning may not work for
every student (Rovai, 2004).
Finally, online learning requires students to take more responsibility of their
own learning more than expected in a face to face classroom. The problem is that
while some students are less dependent, others rely heavily on their teacher for their
learning. Students who are less dependent on their teacher normally set their own
goals and develop strategies to achieve these goals without expecting their teacher to
tell them what to do. These students are normally referred to self-regulated learners.
By contrast, students who are not self-regulated in their learning rely heavily on their
teacher and the absence of the can be detrimental to their learning and learning
experience. Then, students’ self-regulation should be taken into account when
introducing an online learning environment. Being able to identify which students
may thrive in an online environment and which ones flourish in a conventional
classroom is important for contributing in ELT process.
To bring up the discussion so far, the differences in individual characteristics play a
crucial role in shaping learners’ perceptions of attitude towards online learning which
may contribute for ELT process.
Provision of support
In the face to face classroom, provision of support to both students and the
teacher has long been regarded as a crucial factor in the success of teaching and
learning in this classroom. In an online learning environment, the requirement for this
support may even be more imperative. In the absence of face to face contact between
the teacher and the students and among the students themselves, communication
depends heavily on technology. Although, there are also technical problems that
occur and, unless dealt with immediately, this could potentially lead to chaos.
Sometime the problems may be resolved by the teacher, other may need special
technical expertise. Thus, it is important that both the teacher and students be
provided with continuing technical support (Ownston, 1997).
Support for the teacher can be provided in the form of regular training
programs on the platform or courseware delivery system. This may include, training
on how to create a class, how to post course content, how to use both synchronous
and asynchronous communication, how to create and upload online interactive
quizzes, and how to run basic troubleshooting. Training on online pedagogy
including how to design learning activities, how to facilitate online discussion using
both synchronously and asynchronously communication, how to provide feedback,
and how to provide scaffolding online is also vital. These training programs are
essential because they provide teachers with skill crucial to effectively and efficiently
teach online and because they have the capacity to increase teachers’ self-confidence.
Apart from teacher, online students also require ongoing technical support. Providing
prompt and reliable technical support constitutes one of the most important
ingredients of successful online learning. Lee (2006) stated that when technical
support is provide, students tend to perceive the use of online tools to be relatively
easy. The most distressing experience in online learning for students, is having
technical problem and not knowing whom to turn to for help, or knowing that teacher
himself cannot be of much help.
In addition, it is also important that online students be provided with access to
a diverse array of learning resources such as course materials and other relevant
readings accessible through the courseware delivery system. The idea is that learning
resources that are available to face to face students should be accessible by online
students in such a way that all distinguishes them is the mode of delivery. The
provision of these resources needs a strong commitment and investment on the part of
institution.
To sum up the discussion, providing various types of support to both online
teachers and students is crucial to the success of online learning. It is very difficult to
imagine how online learning could ever be successful without the strong and
continuing support and commitment from the institution. Providing technology alone
is not sufficient, without any support this will lead into chaos because there is no
guidance about it and it forcefully need to be adapted in to learning process.
Language Skill Characteristics
According to Banas & Emory (1998) said that while new technologies may be
appropriate for teaching certain subjects, such as maths and statistics, they may not
necessarily be suitable for teaching others. In the context of language teaching and
learning, online learning may be appropriate for teaching writing and grammar as a
unit, it may not suitable for teaching speaking. The challenge for teachers is to
comprehensively select which language skill are better taught face to face; which are
appropriate for online learning; and which can be taught using hybrid mode (a
mixture of face to face and online learning).
Conclusion and Suggestion
Online learning in this pandemic situation is a must for each teacher and
students around the world. Eventhough the situation given is forcefully asked the
current learning culture which is face to face learning become online learning. It is
difficult to adapt for the first time in applying this online learning. State any reason
that already can be seen like not all people have the same internet access, the different
technology they have, the fact about their IT knowledge, etc. Despite all the
difficulties, this paper try to point out about the online learning contribution in term
of English Language Teaching (ELT). From the point of view of technology, student
and teacher characteristics, language skill characteristics, provision of support there
are so many contribution that already given for ELT. Nonetheless, it is still in general
point of view that needed some more specific statement that can help to foster more
in the contribution of online learning for ELT.
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