LITERATURE REVIEW
2.1 ONLINE ENGLISH TEACHING AND LEARNING
2.1.4 Influence Factors of Online English Learning
In online teaching, use the unique information database management technology and two-way interactive function of computer network (Drange, Sutherland & Irons, 2015). On the one hand, the system can achieve a complete system tracking record of each online learner’s personality data, learning process, and stage conditions (Ekwonwune & Edebatu, 2019). On the other hand, online teaching and learning service systems can provide personalized learning suggestions for different learners based on the personal data recorded by the system (Svenningsen, Bottomley & Pear, 2021). Thus, online teaching provides a realistic and practical way to achieve a personalized teaching mode.
4) Teaching management automation
The online teaching management platform has automatic management and remote interactive processing functions and is used in the teaching management of online education (Santana, Ferre, Izaguirre, Aracil & Hernandez, 2012). Student’s consultation, registration, payment, course selection, inquiry, homework, and examination management in distance learning (Kaye & Rumble, 2018). Learners can do it remotely and automatically through the network.
institutions also need to design courses (Lenert & Janes, 2017). They take student-centered learning as the core of curriculum design and targeted hierarchical structure (Granger, Bevis, Saka, Southerland, Sampson & Tate, 2012). For high school students and learners with lower degrees, it is necessary to design courseware and courses suitable for their application; for learners with high degrees, some advanced courseware and course content can be designed (Lee & Brett, 2015). Therefore, learners can learn and master knowledge through hierarchical learning.
2) Network Facilities. Online education institutions and schools should increase hardware investment in network equipment construction (Ye, 2014). For example, the structure of two-way video rooms, studios, and courseware production rooms for online education (Candarli & Yuksel, 2012). The school should optimize online education network resources and network equipment, and need to maintain and debug the network training room, campus network and other equipment (Zhang, 2020).
To fully improve learning quality and provide student learning and school teaching management services, which ensures the actual realization of mobile learning anywhere, anytime, and any method (Su, Ning, Dai & Feng, 2019).
3) Teaching Methods. Among the teaching methods of online education, the most important influence is the “flipped classroom” teaching model (Sultan, 2018).
The decision right to learn will be transferred from the teacher to the student, realizing the student as the leading learning body (Kuiper, Carver, Posner & Everson, 2015).
This model allows teachers to have more time to communicate with learners. The role of teachers is more to solve the problems encountered by students in independent learning, to meet and promote their personalized learning needs (Sota, 2016). The teaching model of “flipped classroom” under the network technology is a significant
change based on the traditional classroom teaching structure and teaching process (Maldonado & Morales, 2020).
4) Learning Motivation. In online learning, whether the learning motivation is strong will directly affect the learning effect (Lin, Zhang & Zheng, 2017). When learning, learners must first clarify the purpose and meaning of their learning courses to have sufficient learning motivation (Mazana, Suero Montero & Olifage, 2019).
Learning motivation is the driving force that directly promotes students’ learning (Tang & Chaw, 2019). Using online learning, students usually have sufficient learning motivation when they have clear learning goals (Putra, 2021). Learners with shorter-term, more direct, and more explicit learning goals have sufficient learning motivation, and their online learning effect is better (Li & Tsai, 2017).
5) Learning Self-discipline. Compared with the traditional classroom learning model, online learning lacks self-discipline informal education (Gelles, Lord, Hoople, Chen & Mejia, 2020). There is a lack of conventional classroom teachers’ supervision and management of students; there is also a lack of homework, examinations, and other means of monitoring the quality of student learning (Tatnell, 2020). Online learning naturally puts forward higher requirements for learners’ learning self-discipline (Yang, Qiao, Zhang & Nan, 2020). As a result, some learners will be easily distracted during listening to the class, the classroom efficiency is not high, and the learning effect is not good (Dumford & Miller, 2018). It requires learners to pay attention to online learning, listen carefully, arrange a reasonable learning schedule for themselves, set staged learning goals to ensure that they complete learning tasks on time, and provide learning progress and quality (Ammenwerth & Felderer, 2021).
6) Teaching Contents. Although the diversified teaching methods of online teaching could attract learners to a certain extent, the core of education is still teaching content (Bozkurt, Akgün-Özbek & Zawacki-Richter, 2017). Teaching content is an integral part of education and teaching (Nind, 2020). Optimize teaching content, including the difficulty and capacity of teaching content; the allocation and utilization of teaching time (Raffo, Fisher & Raffo, 2015). And the presentation order of the teaching content, the details, quality of the teaching content, etc. (Clary et al., 2017).
These directly restrict and affect the efficiency of online learning. Only substantive teaching content can real education and teaching be realized (Gregory &
Bannister-Tyrrell, 2017).
7) Teaching Professionalism. Online teaching requires teachers to devote more time and energy to improve their teaching level (Baran & Correia, 2014). Although online teaching videos are shorter, they have higher quality requirements (Costley &
Lange, 2017). In addition, learners of online teaching also need more communication and exchanges (Barton & Maness, 2017). If online education only spreads a large amount of text and video content to the Internet and requires students to browse simply, it is difficult to achieve good learning results (Rickley & Kemp, 2020).
Teachers should guide online learners in learning methods and enable them to carry out in-depth online learning (Beach, 2017). These require teachers to increase their time investment in teaching and strengthen relevant research on teaching methods.
8) Effective Interaction. In online learning, seeing, speaking, thinking, and doing are critical interactive elements of education (Purarjomnadlangrudi, 2018).
Teachers must be able to scientifically arrange for students to interact during online teaching so that these elements form a suitable combination (Razali, Ahmad & Noor, 2020). The effective interaction between teachers and students is also an essential
factor affecting the efficiency of online teaching (Yang & Lin, 2020). Suppose students passively receive knowledge, lack experience in participation, lack of collaborative inquiry, and lack effective interaction between teachers and students; In that case, it can directly affect the effectiveness of online teaching (Horzum, 2017).
Large amount of studies showed that experts research various dimensions on Students’ perceptions of online English learning. The following Table 2.1 shows that a part of researches’ details:
Table 2.1 The Influence Factors of Online English Learning
Authors Year Article Name Investigation Contents
Kurucay, M.,
& Inan, F. A. 2017
Examining the effects of learner-learner effective interaction on satisfaction and learning in an online undergraduate course management
To investigate the effects of learner-learner effective interaction on students’ perceived learning, achievement and satisfaction in online undergraduate course management.
Ma’azi, H., &
Janfeshan, K. 2018
The effect of Edmodo social learning network facility on Iranian EFL learners writing skill
a. Explore the impact of Edmodo social learning network facility on Iranian learners’ writing skills b. To investigate students’ learning self-discipline and learning attitude using Edmodo.
Table 2.1 The Influence Factors of Online English Learning (Cont.)
Authors Year Article Name Investigation Contents
Bui, T. L. T., Kazarenkov, V.
I., & De Tran, V.
2020
Application of Rasch Model to Develop a Questionnaire for Evaluating the Quality and Method of Teaching for Students’ Creativity Development
Questionnaire to evaluate students’
creative development, teaching quality and teaching method.
Evaluate teachers’ teaching professionalism.
Jafariharandi, R., & Bahrami,
S.
2020
The Validity and Reliability of Teaching Content Evaluation Questionnaire among High School Students
To investigate the validity and reliability of a high school students’
evaluation questionnaire on teaching content.
Hanafi, Y., Saefi, M., Ikhsan, M. A.,
& Murtadho, N.
2021
Developing a Questionnaire on Measuring the Learning Motivation in Reading Quran
Explore the positive impact of learners’ learning motivation on learning results.
In this study, the researcher investigated students’ perceptions toward online English learning through 8 factors influencing online English learning. These factors are: courses management, network facilities, teaching methods, learning motivation, learning self-discipline, teaching contents, teaching professionalism and effective interaction.