Online Learning Strategies of English Education Students in Teaching English to Young Learners Course: A Metacognitive Perspective

Nur Fatimah

Abstract


Students keep learning with various strategies. The objective of this study is to describe the online learning strategies of English Education students from a metacognitive perspective. This research is descriptive with a mixed approach. The population was the students in an English Education Department in Yogyakarta. The sample technique was purposive. The instrument was the OLSS (Online Learning Strategies Scales) from Tsai (2009) using the Likert scale 5-1 (very much like me-not at all like me), and it consisted of 20 items. The variables included motivation, self-monitoring, internet literacy, internet anxiety, and concentration. 101 students taking TEYL course filled out the questionnaire. These data were classified based on the aspects in Tsai (2009). An interview was conducted to enrich the data collected. The results show that in online learning at the English Education Department, the students (86.14%) confirm their learning strategies related to their internet literacy. For self-monitoring during online learning, 53.47% of them manage their online learning from planning to making efforts for successful learning. In addition, 52.67% of the students show positive internal motivation towards online learning. The finding also reveals a low percentage of anxiety in online learning (40.92%) and the concentration distraction during online learning reaches 48.51%. This research emphasizes that a high percentage is found on internet literacy and a low percentage of anxiety, while motivation, self-monitoring, and concentration do not reach the majority of the students. Further research needs to be carried out to reveal more deeply the causes of the findings.

Keywords


English; learning strategies; OLSS; online learning; TEYL

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References


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