DATA ANALYSIS
4.1 THE ANALYSIS OF QUESTIONNAIRE
4.1.3 The Analysis of Open-ended Question
Table 4.7 Analysis of Statements by Two-Tailed Test (Cont.)
Item Validity Max Min Two-tailed
29 404 5.00 2.00 0.05
30 404 5.00 1.00 0.05
From Table 4.7, in this Five Likert Scale questionnaire, 25 statements were more than 3.0 points. The total mean of the questionnaire was 3.59. At the same time, all the significance P values or the Two-tailed were 0.05.
Table 4.8 Analysis of Statements by Open-ended Question
Item Frequency Students’ Responds
Online learning is convenient
18
1) Online learning makes it easier for us to study courses and knowledge (participant: 12, 31, 56, 97, 100, and 113).
2) Online learning allows us to carry out learning activities anytime and anywhere (participant: 171, 173, 187, 197, 203, 295, 329, and 403).
3) Online learning can help us practice spoken English faster and more conveniently (participant: 348, 360, 363, and 391).
Need to
communicate 17
1) We should communicate with teachers in online English learning (participant: 2, 21, 61, 90, 94, 99, and 107).
2) More communication and discussions so that we can practice English more (participant: 128, 138, 152, 195, 257, and 259).
3) I think the online English learning lacks of
communication between teachers and students (participant:
287, 343, 384, and 402).
Increase the
interaction 16
1) Online English learning should increase the interaction between teachers and us (participant: 3, 5, 7, 62, and 85).
2) I think there can be more teaching interaction (participant:
112, 143, 150, 219, and 233).
3) I think teachers should increase opportunities for interaction and engage students (participant: 111, 288, 326, 353, 390, and 394).
Table 4.8 Analysis of Statements by Open-ended Question (Cont.)
Item Frequency Students’ Responds
Increase online teaching methods
15
1) Teachers should adopt effective and reasonable teaching methods for online teaching (participant: 14, 43, 51, 74, 101, 129, 170, and 281).
2) I think online English teaching can add personalized teaching methods (participant: 174, 194, 223, and 291).
3) Online English teaching can add some attractive teaching methods (participant: 331, 372, and 395).
Combine online and
onsite
14
1) Teachers can combine online and face-to-face teaching in English (participant: 6, 22, 45, 108, and 260).
2) We can study and discuss online as well as interact in face-to-face class with others (participant: 110, 114, 119, 199, and 263).
3)I think teachers can teach students English online while supervising spoken English practice onsite (participant: 302, 336, 349, and 365).
Improve learning efficiency
14
1) We can review multiple times to improve our efficiency of online English learning (participant: 8, 32, 70, and 86).
2) I think online English learning can improve my learning efficiency (participant: 109, 145, 168, 253, 262, and 266).
3) Online English learning has effectively improved my learning ability and learning efficiency (participant: 75, 290, 381, and 388).
Table 4.8 Analysis of Statements by Open-ended Question (Cont.)
Item Frequency Students’ Responds
Improve online learning attention
13
1) Online English learning requires us to improve our attention (participant: 16, 58, 104, 172, 213, and 373).
2) I am easily distracted when online learning, and I need to find a way to solve it. (participant: 38, 63, 118, and 191).
3) We lack consciousness, and internet entertainment can easily divert our attention (participant: 269, 294, and 366).
Online courses design
13
1) I think online English courses can be further personalized, design different courses for students of different levels (participant: 17, 33, 35, and 93).
2) I think online English teaching can design more attractive courses (participant: 95, 98, 153, 225, 237, and 292).
3) Teachers can design more online courses to avoid the singularity of online courses (participant: 338, 370, and 393).
Lack of online learning experience
13
1) I cannot adapt to online English learning, which leads to my low learning efficiency (participant: 126, 127, and 205).
2) I think some students lack online learning experience, and they don’t know how to learn (participant: 179, 193, 232, 234, 268, and 274).
3) Some students lack the online learning experience, and they cannot keep up with the progress of the courses, which leads to a decrease in their grades (participant: 293, 340, 383, and 404).
Table 4.8 Analysis of Statements by Open-ended Question (Cont.)
Item Frequency Students’ Responds
Share learning experience
12
1) Communicate with classmates and share their online English learning experience (participant: 4, 37, 92, and 96).
2) I think I can share my online English learning experience with other students (participant: 167, 169, 246, and 280).
3) Teachers can let active students share their online English learning experience (participant: 224, 289, 382, and 386).
Influence students’
eyesight 11
1) Excessive online learning time will influence my eyesight (participant: 156, 158, 180, 247, and 387).
2) Long-term use network facilities for online learning will cause damage to our eyesight (participant: 207, and 243).
3) I think online English learning is desirable, but students should pay attention to protect their eyesight (participant:
265, 277, 298, and 311).
Influence of network facilities
9
1) I think the status of network facilities will influence the progress of online learning (participant: 27, 175, and 178).
2) We should be proficient in the operation of network facilities so as to ensure the smooth progress of online English learning (participant: 252, 267, 272, and 306).
3) If the network facilities are broken, we cannot participate in online English learning (participant: 377, and 380).
From Table 4.8, the 18 participants described the convenience of online English learning. Most participants believed that online English learning could enable
students to carry out learning activities anytime and anywhere; however, a small number of participants felt that online English learning could help them practice oral English more conveniently. Secondly, 17 participants expressed that the need to communicate in online English learning. Most participants believed that teachers and students should have more learning exchanges. At the same time, a small number of participants thought more communication could improve their oral English. Thirdly, 16 participants described the increased interaction of online English learning. Most participants believed that teachers and students should have more learning interaction.
While a few participants felt that teachers should engage students to join in learning activities. Furthermore, 15 participants expressed that the increased online teaching methods in online English learning. Most of the participants believed that teachers should adopt effective methods for online teaching. In contrast, a small amount of participants thought online English teaching could add some attractive teaching methods. Then, 14 participants described the combine of online and onsite English learning. Most of the participants believed that students can discuss online and interact in face-to-face class; however, a small number of participants felt that teachers could teach English online and supervise learning onsite. On the other hand, 14 participants expressed that the importance of online English learning to improve learning efficiency. Most of the participants believed that online English learning can enhance their learning efficiency. Furthermore, a small number of participants thought students should review many times to improve their learning efficiency.
The 13 participants described the online English learning to improve online learning attention. Most of the participants believed that students are easily distracted when online English learning and they need to find a way to solve it. While a small number of participants felt that online English learning needs students to improve their attention. And the 13 participants expressed that the diversity of courses designed for
online English learning. Most of the participants believed that online English teaching could design some attractive courses; at the same time, a few participants thought teachers should avoid the singleness of online courses. In addition, 13 participants described the lack of experience in online English learning. Most of the participants believed that some students could not adapt to online English learning, resulting in the decrease of their grades. In contrast, a small number of participants thought they did not know how to learn because they lacked online learning experience. Then, 12 participants expressed that their share experience in online English learning. Most of the participants believed that they could share their online English learning experience with other students; furthermore, a small number of participants thought teachers could let active students share their online English learning experience. On the other hand, the 11 participants described the influence of online English learning on students’
eyesight. Most of the participants believed that students should pay attention to protect their eyesight when participating in online learning; while a small amount number of participants felt that long-term use of online learning devices would cause damage to their eyesight. Finally, 9 participants expressed that the influence of network facilities on online English learning. Most of the participants believed that students should be proficient in the operating network facilities for effective online learning; however, a small number of participants felt that if the network facilities were broken, students could not carry out online English learning.