Research in the field of online learning has been done extensively, yet not much focuses on investigating university students’ perceptions of learning English speaking skills online.. De
INTRODUCTION
Research rationale
During the Covid-19 pandemic, numerous educational institutions, particularly in Vietnam, transitioned to online learning formats in response to the need for social distancing This shift aimed to maintain educational continuity by utilizing technology, such as computers and the Internet, to deliver learning materials effectively Online learning has emerged as an innovative approach to education, allowing universities to adapt to the challenges posed by the pandemic.
In recent years, advancements in technology have enabled universities to implement innovative education through online learning, either fully or partially The Covid-19 pandemic has accelerated this shift, forcing institutions to adopt online learning on a large scale to continue providing instruction Online learning encompasses three primary types of environments: synchronous learning, asynchronous learning, and hybrid learning.
Synchronous learning is a form of real-time online education that facilitates simultaneous communication between students and teachers (Salmon and Gilly, 2013; Shahabadi and Uplane, 2015) Examples of synchronous learning include video conferencing, teleconferencing, live chatting, and live-streaming lectures This approach enhances student engagement and motivation, as teachers can directly observe learners' responses during the learning process (Hrastinski, 2008) Research indicates that synchronous learning environments significantly boost student engagement and improve the overall quality of learning (Wdowik, 2014).
Asynchronous learning environments offer flexibility for students and teachers by removing constraints of time, location, and classroom settings (Mayadas, 1997) They are particularly beneficial for those who cannot be online simultaneously (Hrastinski, 2008) These environments utilize various tools such as email, online modules, virtual libraries, online notes, blogs, discussion forums, and social media Additionally, hybrid learning environments blend synchronous and asynchronous methods to enhance the overall learning experience (Perveen, 2016).
In Vietnam, while some universities provide online learning options, this format is not yet prevalent in general education (Son, 2020) The Ministry of Education and Training (MOET) has been actively directing and guiding the online implementation of education at both university and school levels in recent years Various institutions have adopted online education to fulfill their specific training goals.
In 2020, UNESCO estimated that over 290 million students were out of school due to the Covid-19 pandemic In response to school closures, UNESCO advocated for online learning and open educational tools to help teachers connect with students remotely and minimize classroom disruptions Following this call, many universities in Vietnam, including Quy Nhon University, adopted online learning to ensure that students' education continued uninterrupted, reflecting a commitment to maintaining educational progress during challenging times (Son, 2020).
This research investigates the perceptions of English majors at Quy Nhon University regarding the benefits and challenges of mandatory online courses during the social distancing period, amidst conflicting viewpoints from both teachers and students.
Aim and objectives of the study
This study aims to investigate Quy Nhon University English majors’ perceptions of online learning of speaking skills during the Covid-19 pandemic The specific objectives are set as follows:
- To explore the benefits of online learning of speaking skills perceived by Quy Nhon University 3 rd -year English majors
- To examine the challenges of online learning of speaking skills perceived by Quy Nhon University 3 rd -year English majors
- To identify the differences in perceptions between the two majors.
Research questions
1 What are the benefits of online learning of speaking skills perceived by Quy Nhon University 3 rd -year English majors?
2 What are the challenges of online learning of speaking skills perceived by Quy Nhon University 3 rd -year English majors?
3 What are the differences in perceptions between the two majors?
Scope of the study
This study investigates university students' perceptions of online learning for speaking skills Data was collected through a questionnaire and interviews involving 100 third-year English majors at Quy Nhon University, comprising 50 students from English Teacher Education and 50 from English Language majors Additionally, 10 students participated in interviews, with equal representation from both majors.
Significance of the study
The study's findings offer valuable insights into the benefits and challenges of online speaking skills learning at Quy Nhon University and similar institutions Amid diverse opinions from educators and students regarding mandatory online courses during social distancing, this analysis aims to shape the future of online learning in higher education The results are intended to provide educators with essential information to enhance the effectiveness of local and national educational practices.
To improve the benefits and tackle the challenges faced by university English majors, various strategies and solutions can be implemented This support is crucial for colleges and universities during the Covid-19 pandemic and for institutions transitioning to distance education As online learning becomes increasingly prevalent in today's technological landscape, it significantly enhances the learning experience for students.
Definitions of important terms
Urdan and Weggen (2000) define "online learning" as a form of education that utilizes the internet, encompassing terms like web-based learning, virtual learning, and cyberlearning, which are all considered part of distance education Online courses typically involve basic elements such as text, graphics, exercises, testing, and record-keeping, while more advanced features may include animations, simulations, audio and video content, peer discussions, online mentoring, and links to external resources.
Speaking is a fundamental aspect of human communication, defined as the ability to engage in meaningful dialogue and maintain communication (Richards, 2006; Celce-Murcia, 2003, as cited in Tunc, 2021).
1.6.3 Context of online learning at Quy Nhon University
According to the regulations on the management and organization of online learning approved by the rector of Quy Nhon University on August 6 th , 2021:
The online teaching system encompasses a comprehensive software framework and information technology infrastructure designed to facilitate and organize education in an internet environment This includes online learning software, a learning management system, and a content management system tailored for online education.
• Online teaching is a teaching activity organized on online teaching systems
Online teaching serves as a supplementary method to enhance traditional face-to-face instruction by delivering specific content from the university's curriculum This approach integrates online learning into the overall training program, effectively supporting in-person classes and enriching the educational experience.
Online teaching is set to replace traditional face-to-face instruction by delivering the complete curriculum of university courses through digital platforms This shift allows for the full implementation of lesson content in an online format, ensuring that students receive the same educational experience remotely.
Structure of the thesis
The thesis is presented in five chapters: Introduction, Literature Review, Methodology, Findings and Discussion, Conclusion and Implications
Chapter 1, Introduction, outlines the rationale for the study, detailing the reasons behind the researcher's decision to undertake this investigation It includes the study's aim and objectives, formulates the research questions, defines the scope and significance, clarifies key terms, and presents the overall structure of the thesis.
Chapter 2, the Literature Review, explores key theoretical constructs that underpin this study It delves into pertinent literature on four main topics: 1) online learning, 2) the acquisition of speaking skills through online platforms, 3) the specific context of online learning at QNU, and 4) relevant research on the implementation of online learning, particularly in relation to speaking skills.
Chapter 3, Methodology, outlines the research methods employed in the study It begins by detailing the research approach, followed by a description of the participants involved The chapter then introduces the research instruments utilized for data collection Finally, it concludes with an overview of the procedures implemented to conduct the study.
Chapter 4, Findings and Discussion, presents the study's results, beginning with an introduction to the reliability of the instruments used It then analyzes the data collected from the questionnaire, followed by an in-depth examination of the interview data to provide a comprehensive understanding of the study's findings.
Chapter 5 presents the conclusion and implications of the study, summarizing the key findings and discussing their significance It also addresses the limitations encountered during the research and offers recommendations for future studies.
LITERATURE REVIEW
Online learning
2.1.1 The overview of online learning
Online learning has been defined in various ways across studies AlHamad et al (2014) highlight its advantage by enabling students to study from home Dabbagh and Bannan-Ritland (2005) note that traditional classroom settings, characterized by the physical presence of teachers and students, are being transformed by online learning, which promotes dynamic, learner-centered pedagogical approaches (Browne, 2005) Other researchers emphasize the flexibility of online classes (Atack, 2003; Fish, 2017; Horspool and Lange, 2012; Platt et al., 2014), as well as the convenience it offers in managing family and health issues (Dyrbye et al., 2009; Kokko et al., 2015) and its growing popularity (Landrum et al., 2021) Urdan and Weggen (2000) describe online learning as a form of web-based or internet-based education, a subset of distance education, which encompasses a range of course elements from basic text and graphics to more complex features like animations and online discussions Ultimately, online learning emphasizes the integration of technology to deliver effective educational content.
According to (2007, p 4), there are four main types of learning categorized by the amount of online content provided Traditional learning involves no online content (0%), while a Web-facilitated approach incorporates 1% to 29% of content delivered online Blended or hybrid learning includes 30% to 79% of learning materials available online, and online learning is characterized by over 80% of the educational process occurring electronically Figure 1 visually represents these distinctions.
Figure 1 The proportion of online content delivered in different kinds of learning -
Campbell (2004, as cited in Van and Thi, 2021, p 2) claims that the emphasis of online learning in higher education is on students’ metacognitive
Online growth, such as reflective and collaborative learning Furthermore, it is desired to achieve unplanned subject knowledge and learners’ self- directedness to optimize incidental learning and boost performance
2.1.1.2 Opportunities and barriers to implementing online learning
Recent research has explored the perspectives on implementing online learning in language education across various regions Notable studies include those conducted in Taiwan (Pituch and Lee, 2006), Hong Kong (Lam et al., 2011), and Oman (Tanveer), highlighting the growing interest and diverse experiences in this educational approach.
Research indicates that most students have easy access to web-enabled personal computers and digital devices, utilizing them extensively for communication and social networking Online learning fosters student autonomy, offers diverse activities, enhances intrinsic motivation, and aids introverted students in effective interaction Additionally, it provides meaningful study experiences and time management skills while promoting a more student-centered approach to teaching.
Online learning, while valuable, presents several disadvantages Key challenges include technological difficulties such as internet connection disruptions, delayed loading times, and compatibility issues with software and hardware (Ku & Lohr, 2003) Additionally, Keller and Cernerud (2002) highlight significant flaws, including inconsistent usage across courses, over-reliance on technology, and a lack of human interaction, which can hinder the overall learning experience.
2.1.2 Online learning in Vietnam during the Covid-19 pandemic
Online learning has been present in Vietnam since the Internet's inception in the twentieth century, but its popularity surged only after the Ministry of Education and Training (MOET) promoted it The COVID-19 pandemic further accelerated this trend, as educators and students embraced online learning to continue education during school closures The quarantine in early 2020 marked a significant moment when all students gained access to online education, transforming it into a vital tool for combating the virus and enhancing the educational landscape Various interactive tools such as chat rooms, polls, quizzes, and discussion boards have facilitated effective learning experiences, with institutions increasingly utilizing platforms like Microsoft Teams, Google Meet, Zoom, and Skype The growing importance of online learning underscores its role in supporting timely educational implementations in the digital age.
Computer-mediated communication serves as an umbrella term that includes various forms of interaction, such as computer-based training, informatics, and human-to-human communication through emails and online conferences (Collins and Berge, 1996, p 3).
In computer-based instruction, the computer serves as a personalized tutor, delivering structured course materials on a one-to-one basis It facilitates access to data from its own storage or, in networked environments, from remote databases like online library catalogues and external file servers, utilizing client applications such as web browsers.
Computer conferencing is a key aspect of computer-mediated communication (CMC), encompassing various forms of interaction such as email, mailing lists, and dedicated conferencing systems The term "computer conference" broadly refers to diverse human-to-human interactions facilitated by technology.
2.1.3.1 The advantages and disadvantages of CMC
The benefits of computer conferencing, according to Collins and Berge
In 1996, it was highlighted that distance learning fosters communication between students and instructors, promoting collaboration rather than solitary study This approach enables the formation of a virtual community that offers support and encouragement, helping to alleviate feelings of isolation often experienced in remote learning environments Additionally, students can be invited to participate in conferences featuring guest speakers, further enhancing their educational experience.
Lecturers can engage directly with specialists in their fields through computer conferencing, which offers convenience by being accessible via a simple phone or modem connection This method allows for interactions at any time and from any location.
Collins and Berge (1996) highlight that one of the primary challenges of computer conferencing is the difficulty in maintaining stable access to networked computers This can lead to students feeling that their investment in time and resources is not justified, especially given the steep learning curves involved Additionally, the need for technical support is critical, as various computer and software configurations may not be compatible Furthermore, prior experience with computers does not guarantee proficiency in using telecommunications software, managing file uploads and downloads, or organizing emails effectively The transient nature of email communication can also make it challenging to encourage participants to engage meaningfully in conference discussions.
Balancing online learning can be challenging for students, as they need to manage their time effectively, log in consistently, and engage with course activities In contrast, students in traditional classrooms are accustomed to dedicating specific time for commuting and attending scheduled classes.
Social context cues are often missing in conferences, leading to potential issues as people are used to the rich communication of in-person interactions This absence can result in quick misunderstandings that are challenging and time-consuming to resolve However, individuals who struggle with face-to-face communication may find it easier to express themselves in the relative anonymity of online conferencing.
2.1.3.2 Social media and video conferencing as tools for online learning
During the Covid-19 outbreak, independent study emerged as a crucial method for language learning, particularly in developing speaking skills essential for academic and employability success The integration of ICT knowledge into language acquisition is vital, prompting educators to enhance their creativity in utilizing technology to cater to diverse student needs Language learning should extend beyond traditional classrooms, with both instructors and students leveraging technology to access learning materials Online learning offers engaging opportunities by fostering supportive environments, building learning communities, providing timely feedback, and utilizing effective technologies According to Ain and Mustafa (2015), learners find online activities engaging and stimulating.
19 pandemic, higher education institutions are rapidly turning to online learning tools to replace traditional teaching methods
Online learning of speaking skills
Speaking skills are essential for EFL and ESL students, as highlighted by Richards (2008) It is defined as the ability to engage in meaningful dialogue and maintain communication (Richards, 2006) Speaking represents the most fundamental form of human interaction, with a focus on sustaining oral communication (Celce-Murcia, 2003, as cited in Tunc).
2021, p 21) Speaking is an interactive activity that promotes emotional intelligence (Bora, 2012, p 2097) and social interaction (Yule, 1989, p 167)
Effective communication enhances interpersonal relationships when executed properly in social settings Using appropriate language is essential, as it reflects the ability to convey suitable messages tailored to the context.
Speech is fundamentally transactional, as highlighted by various scholars (Basturkmen, 2003; Nunan, 1991) This transactional aspect focuses on conveying information effectively (Richards, 1990) While the transactional side emphasizes message delivery, the interactional side prioritizes the listening process (Thornbury and Slade, 2006) Speaking serves multiple roles, as noted by Kingen.
Effective speaking encompasses various forms, including descriptive, narrative, instructive, and explanatory styles Scholars emphasize the importance of oral discourse, which requires specific idioms, repetition, and rephrasing Key elements of successful speaking include pronunciation, stress, intonation, and word choice According to Harmer (2007), intonation and emphasis can clearly convey a speaker's intentions Additionally, gestures and turn-taking are crucial components of effective communication Speaking is often considered the most challenging skill for students, as it involves both verbal and nonverbal communication, requiring speakers to navigate multiple factors simultaneously.
The elements of the speaking skills are summarized as follows:
Pronunciation is a key aspect of speaking skills, as it enables students to articulate spoken words clearly (Kline, 1989, p 69) Achieving proficiency in English pronunciation goes beyond merely mastering individual sounds or isolated words; it requires understanding and practicing the distinct methods that make a speaker's ideas comprehensible (Gilbert, 2008, p 1).
Grammar is the second key element of speaking skills, encompassing the study of how words combine to form sentences It involves understanding the fundamental rules and structures of a language, which include proper sentence construction and the appropriate use of word forms (Batko and Rosenheim, 2004, p 24).
The third component of speaking skills is vocabulary According to Turk
Vocabulary is a crucial element of language, especially in spoken communication A broad vocabulary facilitates the expression of ideas, emotions, and thoughts in both oral and written forms In everyday conversations, the vocabulary used is typically familiar, aiding in the comprehension of spoken messages.
Fluency is the fourth essential component of speaking skills, as highlighted by Pollard (2008, p 16) It encompasses the ability to communicate effectively, speaking both fluently and accurately Typically, fluency is characterized by the capacity to converse smoothly and without interruptions.
Comprehension is a crucial aspect of speaking skills, defined as the ability to understand and interpret discourse while formulating representations of sentence meaning (Cohen et al., 2000, p 15) It ensures that speakers convey their messages clearly, preventing misunderstandings and enabling listeners to grasp the details effectively.
2.2.1.3 Speaking skills in foreign language teaching and learning
Many students express a significant gap in their speaking abilities within the language classroom, often stating, “I understand a lot of English, but I struggle to speak.” This sentiment is echoed by those who feel discouraged after years of study, fearing they may never communicate effectively in English Thornbury (2005) highlights a common teacher perspective, noting that while students desire more speaking practice, educators often feel ill-equipped to facilitate it beyond providing useful expressions.
Many business students excel in delivering presentations, yet struggle with even the most basic speaking tasks This observation highlights the often overlooked importance of speaking skills in language education It also underscores the common challenges educators face when teaching speaking, as noted by Thornbury (2005).
Speaking is often overlooked in language education, with both teachers and students viewing it as one of the most challenging skills to develop when learning a foreign language.
Mastering spoken communication in a foreign language is frequently viewed as one of the most challenging elements of language acquisition for educators to assist students with, as noted by Brown and Yule (1985) This perspective is echoed by Thornbury (2005), highlighting the complexities involved in developing conversational skills in a new language.
28) asserts that most language learners find speaking difficult
2.2.2 Challenges facing learners in the online learning of speaking skills during the Covid-19 pandemic
The lack of confidence and communication skills among learners during online classes significantly hinders their ability to express themselves effectively (Sayuti et al., 2020) This uncertainty and fear of making mistakes lead to difficulties in fluent English communication, as many students struggle with vocabulary and practice (Nur Syafiq et al., 2021) Consequently, learners experience anxiety when they cannot articulate their thoughts, often refraining from speaking due to the fear of grammatical errors and potential ridicule from peers (Meinawati et al., 2020).
Online learning, unlike traditional classrooms, restricts peer interaction Peer interaction in speaking classes, according to (Fuentes Hernández et al.,
In 2020, it was noted that traditional methods are inadequate for skill development among learners While teachers strive to involve English learners in engaging activities that promote speaking, the transition to online learning presents challenges Many students struggle with online formats, making it harder for teachers to receive feedback from those who are less active in class.
Previous related studies
Rinekso and Muslim conducted the first reviewed study in 2020, titled
The study "Synchronous Online Discussion: Teaching English in Higher Education amidst the Covid-19 Pandemic" explored EFL university students' perceptions of synchronous online discussions for instruction Findings revealed that students viewed this teaching modality positively, appreciating its facilitation of task negotiation, planning, and interactive dialogue Additionally, they noted improvements in critical thinking and writing skills, along with social support However, challenges such as poor internet connectivity and task misunderstandings were identified The researchers emphasized the need for further investigation into online learning in English language instruction, particularly in the context of asynchronous learning and e-learning during the pandemic.
Baron's 2020 study, "Students’ Perception on Online Application in Speaking Skill," aimed to identify effective online programs for English learning that align with student needs The research highlighted Zoom and Google Hangouts Meet as popular video conferencing tools, while YouTube emerged as a valuable resource for English language learning Additionally, WhatsApp was noted for its user-friendly interface in facilitating English speaking practice The study emphasized the importance of enhancing teachers' creativity in utilizing online platforms and suggested that future research should focus on the effectiveness of online learning media to improve educational outcomes It also recommended further exploration of integrated English learning skills through online resources.
In 2020, the International Journal of Linguistics, Literature, and Translation (IJLLT) published a study by Hamouda titled “The Effect of Virtual Classes on Saudi EFL Students’ Speaking Skills.” This research aimed to investigate the impact of virtual classrooms on English majors' speaking skills and their attitudes towards this mode of learning The findings revealed statistically significant improvements in pronunciation, fluency, comprehension, grammar, and vocabulary for the experimental group, with a mean score of 30.36 compared to the control group's 20.37 Students expressed positive opinions about virtual classrooms, recognizing their effectiveness in enhancing speaking skills The researcher also proposed future studies on topics such as the effectiveness of virtual classes in developing communicative and writing skills, as well as their role in oral communication and problem-solving in English as a Foreign Language.
Ariani and Tawali performed the fourth related study in 2021, titled
The study examines the challenges faced by students in online learning for speaking in professional contexts during the Covid-19 pandemic.
The current study identified several challenges faced by learners in the Speaking for Professional lesson during online learning Firstly, the use of YouTube videos as learning materials posed difficulties Secondly, students struggled to elaborate on the lecturer's topics in an online setting Thirdly, there were issues related to how students approached completing assignments Additionally, constraints regarding access to ZOOM Meetings were noted Lastly, inadequate learning equipment and support facilities emerged as significant obstacles for students during online learning amid the Covid-19 pandemic.
The fifth article to be reviewed is “Benefits and Barriers of Online Speaking Practice: A Case Study in the United Arab Emirates” In the year
In 2021, AlOkaily conducted a mixed-method study to analyze students' perceptions of assignments, revealing both benefits and drawbacks The research highlighted improvements in students' speaking skills, fluency, self-confidence, teamwork, peer learning, and autonomy through error detection and self-correction However, it identified three main obstacles: technological, motivational, and cultural values While the findings were specific to the context of female students taught by a female instructor, they contributed to the understanding of asynchronous voice recording technologies in the Middle East, particularly regarding cultural barriers The study also provided practical examples of using these tools, suggesting that different educational settings could yield varying outcomes.
In 2021, Nhat et al conducted the sixth study which is reviewed,
The study titled “Factors of Acceptance and Use of Urgent Online Learning During the Covid-19 Pandemic among Third-year Students Taking an English Course at the University of Danang, Vietnam” investigates the influences on students' perceptions and acceptance of online learning It reveals a decline in students' motivation, self-efficacy, and cognitive engagement following the transition to online education, although their adaptability to new technologies significantly improved The ongoing Covid-19 crisis necessitates addressing students' needs to ensure a quality higher education experience The research identifies key factors affecting the acceptance and use of educational technology platforms among third-year students during social distancing Based on these findings, the study offers recommendations to help universities, colleges, educators, and students navigate the challenges associated with online learning.
The study "Tertiary Students’ Perspectives on Online Learning During Emergency Remote Teaching in the Context of Covid-19: A Case Study" by Ha and Canh (2021) explores the advantages and disadvantages of online video-conferencing in language education Findings reveal that most participants favored traditional offline learning over Emergency Remote Teaching (ERT), with some expressing tolerance for ERT in other subjects but not in English Digital readiness emerged as a key factor influencing student engagement in language learning Initially hesitant, participants reported increased comfort with ERT over time However, the study's limited sample size and focus on a single Vietnamese university restrict the generalizability of the results Future research should involve a larger, more diverse student population and include insights from both academics and students across various educational levels.
The study titled “Vietnamese Students’ Acceptance of Using Video Conferencing Tools in Distance Learning in the Covid-19 Pandemic” was conducted by An et al in 2020 It explores how Vietnamese students adapted to video conferencing tools for distance learning during the pandemic The research highlights the challenges and acceptance levels of these tools among students, providing insights into their experiences and preferences in an online learning environment.
The study revealed that external factors, including subject norm and computer playfulness, significantly influenced students' acceptance of Virtual Collaborative Tools (VCTs) during the pandemic Additionally, the perceived utility of VCTs in distance learning was positively affected by output quality However, the research faced limitations, such as the use of snowball sampling, which may not represent the entire student population, and a focus solely on public institutions in Vietnam, limiting the generalizability of the findings Furthermore, the Covid-19 context was not incorporated into the research model, which could have provided deeper insights into students' attitudes and behaviors.
In 2021, Van and Thi conducted a significant study titled “Student Barriers to Online Learning Prospects in Vietnam in the Context of the Covid-19 Pandemic.” This research identified six key barriers affecting students' online learning experiences during the pandemic.
Berge (2005) identified three key obstacles to online learning in Vietnam: geographical factors, the economic conditions of the Vietnamese population, and cultural customs Additionally, Binary Logistic Regression analysis highlighted that challenges related to learner motivation, internet access costs, and social interaction negatively impact the future growth of online education in the country.
In 2014, Thach et al conducted a study titled “Frequency and Pattern of Learner-Instructor Interaction in an Online English Language Learning Environment in Vietnam,” which examined the dynamics of communication between students and instructors in a Vietnamese university's online English course The research identified variations in interaction frequency and patterns across three communication forums Utilizing Salmon's model of teaching and learning, the researchers quantitatively and qualitatively assessed engagement levels among learners and instructors However, the study faced limitations, including distinct objectives for each communication forum, potential subjectivity in message content classification, and reliance on a single data set.
Despite extensive research on online learning, emergency remote teaching (ERT), and distance education, there is a notable lack of studies focusing on learners' perceptions of online learning, particularly concerning speaking skills in Vietnam's tertiary education context This study aims to address this gap in the literature, providing valuable conclusions and implications that are both theoretically and practically significant.
METHODOLOGY
Research approach
The study utilized a descriptive research design, aiming to accurately depict the perceptions of students regarding the benefits and challenges of online learning for speaking skills As noted by Dahlia (2014, pp 69-70), descriptive research focuses on illustrating a single variable and exploring the relationships between different variables In this case, the research specifically examined students' views on online learning.
The study employed a mixed-method approach, integrating both quantitative and qualitative data for comprehensive analysis As noted by Creswell (2002), this approach was developed to clarify the objectives of combining different data types within a single study The complexity inherent in this methodology required detailed procedures to effectively manage various data sources and analytical techniques, ultimately aiding researchers in navigating complex data and analyses.
Quantitative data were gathered through a questionnaire consisting of 28 questions, aimed at analyzing a sample population to provide a numeric description of trends, attitudes, and opinions The researcher drew general conclusions about the broader population based on the findings from the sample, as noted by Creswell (2002, p 154).
Qualitative data were collected from the interview in which there were
In qualitative research, as noted by Creswell (2002, p 180), the approach significantly differs from quantitative methods, utilizing distinct knowledge claims and inquiry methodologies This method involves unique data collection and analysis procedures, focusing on text and image data While the techniques may share similarities, qualitative procedures incorporate specific data processing steps and a variety of inquiry strategies, allowing for a deeper understanding of complex ideas and terms through guided interviews.
Participants
This research was conducted remotely at Quy Nhon University in Quy Nhon City, Binh Dinh Province, Vietnam, from November 2021 to April 2022 Utilizing Google Forms for online questionnaires and Google Meet for real-time interviews, the study adapted to the challenges posed by online learning and social distancing, as QNU students returned to their homes across various regions of Vietnam.
Context of online learning at Quy Nhon University is discussed as follows:
• Supporting or replacing face-to-face teaching to improve teaching quality and complete training programs
• Developing capacity to use information and communication technology in teaching and learning to promote the University’s digital transformation
• Expanding educational access opportunities for learners, creating conditions for learners to study anywhere, anytime
• Matching the content of online teaching with the required level or requirements of the training program
• Ensuring the minimum conditions for the technical infrastructure of online teaching and the teaching staff to meet the requirements of organizing online teaching
• Complying with current regulations on information security, regulations on data, personal information, and intellectual property according to the provisions of law
- Teachers and students’ roles in online teaching and learning
Online teaching activities are structured around training program modules, ensuring effective interaction between lecturers and learners Instructors organize online lessons, guide students, assign tasks, evaluate learning outcomes, and provide support for utilizing online materials Meanwhile, learners participate in online classes, complete assignments and assessments as directed, and engage with the provided educational content.
The study aimed to examine the perceptions of online learning of speaking skills from 3 rd -year English majors at QNU, so the quota sampling technique was utilized
The current study utilized quota sampling to ensure representative results by targeting specific groups within the population Participants were selected based on three criteria: they had to be QNU students, in their 3rd year as English majors, and enrolled in online speaking classes The English majors were further categorized into two sub-majors: English Language and English Teacher Education Consequently, 100 3rd-year English majors from QNU were invited to participate, with an equal distribution of 50 students from each sub-major Additionally, for the interview portion of the study, 5 students from each major were selected, totaling 10 participants.
Majors Instrument The number of students
Instruments
The study utilized two instruments to gather both quantitative and qualitative data regarding the perceptions of QNU 3rd-year English majors on the benefits and challenges they encountered while learning speaking skills online.
A questionnaire was utilized to gather quantitative data from 100 participants, featuring 28 questions that included both closed-ended and open-ended formats The researcher created the questionnaire using the Google Forms platform, as outlined by the Google Workspace Learning Center.
In 2022, Google Forms allows users to efficiently manage event registrations and create quick opinion polls directly from their mobile or web browser, eliminating the need for additional software Users can access fast results as they become available and utilize charts and graphs to effectively summarize survey outcomes.
The qualitative data was gathered through interviews aimed at obtaining in-depth and insightful information about participants' perceptions To ensure clarity and significance, the interviews were conducted in Vietnamese, allowing for effective communication between the researcher and the 10 participants Google Meet was chosen as the primary platform for these interviews due to its reliability and ability to facilitate real-time interactions With the consent of the interviewees, the sessions were recorded for subsequent analysis.
The data collection technique utilized in this study involved a questionnaire consisting of 28 questions, which included both closed-ended and open-ended formats for respondents to answer.
The questionnaire included 26 closed-ended items, requiring respondents to carefully select the option that best reflected their perceptions and attitudes Utilizing a 5-point Likert scale, often referred to as the satisfaction scale, allowed for effective measurement of satisfaction (Ohlson, 2021) Respondents were instructed to choose from the options: Strongly Disagree, Disagree, Neutral, Agree, and Strongly Agree for each item Unlike open-ended questions, these closed-ended items were mandatory, ensuring that all respondents answered every question.
Open-ended questions allowed respondents to express their personal perceptions fully At the conclusion of both the benefits and challenges sections, the researcher included two questions, enabling participants to share their opinions beyond the scope of the closed-ended questions.
Successful online learning relies on several key criteria, which Collins and Berge (1996) categorize into four main areas: pedagogical, social, managerial, and technical.
The success of online learning is assessed using criteria established by Collins and Berge (1996), with a questionnaire adapted from Hamouda (2020) This adaptation involved modifying several items while omitting others to align with the research's focus on the benefits and challenges of online learning Additionally, some questions regarding challenges were developed based on the literature review by Ying et al (2021), which explored the difficulties faced by ESL learners and the role of social media and video conferencing tools during the Covid-19 pandemic.
The interview aimed to gather qualitative data for research by exploring participants' perceptions, opinions, and attitudes towards the benefits and challenges of online learning for speaking skills A total of 10 questions were posed, with the first five focusing on the benefits, while the remaining questions addressed the challenges encountered in this learning format.
6 to question 9, and question 10 asked the respondents about their ideas and opinions on the suggestions for any of the challenges facing them
Table 2 Grid of instrument guidelines
Personal information a, b, c, d Name, Class, Gender, Device(s) used for online learning
Procedure
The pilot phase aimed to evaluate the effectiveness of the research instruments, including the questionnaire and interview questions Conducted one month prior to the official data collection, this study allowed the researcher to assess the clarity and logical flow of the tools used A total of 10 participants from English Language and English Education majors completed the questionnaire, with 2 participants also engaging in the interview.
Following the pilot study, the final version of the instruments was refined with the supervisor's guidance, addressing grammatical errors and vocabulary issues Six questions were eliminated from the 34-question questionnaire to reduce its length and avoid collecting irrelevant information that did not align with the study's objectives Additionally, two interview questions about the main benefits and challenges of online speaking skills were divided into four distinct questions to better capture participants' perceptions.
- What was the most apparent benefit of online learning of speaking skills?
- What were other benefits of online learning of speaking skills?
- What was the most serious challenge of online learning of speaking skills?
- What were other challenges of online learning of speaking skills?
The research utilized a questionnaire featuring both closed-ended and open-ended questions to gather quantitative data on university students' perceptions of online learning for speaking skills Participants rated their responses on a 5-point Likert Scale, ranging from Strongly Disagree to Strongly Agree An electronic questionnaire was distributed via a Google Forms link to 100 targeted respondents.
This is the procedure for collecting questionnaire data:
• The researcher prepared the questionnaire in terms of the number of questions and the content of it
• The researcher compiled a questionnaire via Google Forms
• The researcher provided a link to fill out the questionnaire to each class through their Facebook groups
• After the students finished filling out the questionnaire, the researcher downloaded the results generated automatically by Google Forms for analysis
• After the results were downloaded, it was converted into the numeric form for the ease of analyzing using SPSS
The interview data were gathered from recordings of meetings between the researcher and 10 participants, who responded to the questions posed Due to circumstances preventing face-to-face interviews, the study utilized the Google Meet platform for the interview process.
This is the procedure for collecting the interview data:
• The researcher prepared interview questions
• The researcher looked for participants who were willing to join the interview
The researcher engaged with the participants to explain the interview's purpose, outline the questions that would be asked, and describe the interview process.
• The researcher interviewed the participants one by one via Google Meet with the time schedule consulted with each participant
The interview was conducted in Vietnamese, starting with an introduction to the study, the researcher, and the participants, followed by a series of prepared questions and answers.
• After the interview was completed, the researcher transcribed the conversation
• After the transcription process, the data was ready for analysis
The questionnaire results were analyzed using Microsoft Excel to visually display the percentage of participants who strongly disagree, disagree, are neutral, agree, or strongly agree with each statement To simplify the analysis, responses of 'strongly agree' and 'agree' were combined to reflect overall agreement, while a similar grouping was applied to the other response categories.
‘strongly disagree’ and ‘disagree’ The evaluation criteria (Tekin, 2000) presented in Table 3 was used to analyze Likert Scale questions from the questionnaire
Table 3 Evaluation Criteria for Likert Scale questions (Tekin, 2000)
Score Interval (Mean) Evaluation Criteria
SPSS was utilized to assess the reliability of the questionnaire, with the Cronbach’s Alpha coefficient reported Additionally, SPSS facilitated the calculation of the means of the questionnaire, enabling a comparison of differences between the two majors through the Independent-Samples T Test.
Table 4 Reliability Statistics of the Questionnaire
Section Cronbach’s Alpha Number of items
The reliability coefficient for both the benefits and challenges, as shown in Table 4, is acceptable (α > 60), indicating that the questionnaire is sufficiently reliable for use in this research.
The interview data were transcribed and coded from EL1 to EL5 for English Language majors and ETE6 to ETE10 for English Teacher Education majors Responses were organized by question, and key answers were extracted from participants Despite similar questions, student responses varied, prompting a content analysis to identify recurring themes.
FINDINGS AND DISCUSSION
Findings from the questionnaire
4.1.1 Comparison of the two majors
In chapter 3, participants’ information is illustrated in which the number of participants, their genders and majors are specified In terms of the majors,
50 participants majoring in English Language and 50 participants majoring in English Teacher Education answer the questionnaire
The Independent-Samples T Test in SPSS is utilized to determine the differences between respondents majoring in English Language and those in English Teacher Education, with the findings detailed in Table 5 and Table 6.
Table 5 Means of the questionnaire done by students majoring in EL and ETE
Major Number of answers Mean Std Deviation
Table 6 Difference in perceptions of students majoring in EL and ETE t df Sig (2-tailed) Mean Difference
The analysis of Tables 5 and 6 reveals that students majoring in English Language and English Teacher Education have similar perceptions of online learning for speaking skills, with a p-value of 578, indicating no significant difference (p > 05) Consequently, the questionnaire results demonstrate that both majors view the benefits and challenges of online speaking skills learning in a comparable manner.
The survey results indicate that the participants, all 3rd-year students from Quy Nhon University majoring in English, share similar educational backgrounds and experiences Both majors fall under the Foreign Language Department's oversight, leading to a uniformity in syllabus requirements for speaking skills during the first semester of the 2021-2022 academic year Additionally, the impact of the Covid-19 pandemic and the shift to mandatory online learning further contribute to the commonalities among the groups Consequently, the findings presented in the subsequent sections will be analyzed without distinguishing between the participants' majors.
4.1.2 Students’ devices used for online learning of speaking skills
Figure 2 The percentage of students’ devices used for online learning of speaking skills
Figure 2 exhibits the percentage of the electronic devices of which the
During the Covid-19 pandemic, students have adapted to online learning using various devices A recent survey indicates that 40% of students utilize both laptops and smartphones, while 37% rely solely on laptops and 13% on smartphones The remaining 10% use a mix of at least two devices, including desktops and tablets Laptops and smartphones dominate the market, accounting for 90% of usage due to their portability and convenience for data management and internet access In contrast, desktops are less favored due to their bulkiness, and tablets, despite combining features of both laptops and smartphones, remain less common among users.
A study by An et al (2021) reveals that 78.70% of 277 participants utilize smartphones for online learning, while 70.03% use laptops In contrast, desktops and tablets are the least favored devices, accounting for only 12.26% of the total responses.
4.1.3 Students’ perceptions regarding the benefits of online learning of speaking skills
Table 7 Students’ perceptions of the benefits of learning speaking skills online
1 The online class increased the interaction between the teacher and students
2 Online learning motivated me to speak more in pair work and group work activities
3.35 96 Medium Social 3 The online class made the course less stressful 3.67 83 High
4 The online class made the course more enjoyable 3.32 91 Medium
5 Online learning made me feel more confident to participate in class discussions
6 Online learning reduced my fear of speaking in front of my classmates 4.00 62 High
7 In the online class, I had the freedom to ask my teacher what I didn’t understand
8 It was easy to negotiate the allowed time for each task with the teacher 3.62 84 High
Technical 9 I always had access to an internet- connected device 3.89 74 High
10 Applying an online class in my speaking course was time-saving 3.75 86 High
11 The online class helped me improve my overall speaking skills 3.46 80 High
12 I preferred the speaking course to be taught through an online class 3.35 99 Medium
The means of 12 statements are sorted from the largest to the smallest and illustrated in Figure 3
Figure 3 Students’ perceptions of the benefits of learning speaking skills online - Bar chart
Figure 3 shows that there are 8 statements with the evaluation criteria of high level Their means range from 4.00 to 3.46 in which Statement 6:
Online learning significantly alleviated students' fear of public speaking, achieving the highest mean score of 4.00 Access to internet-connected devices also received a strong endorsement, with a mean of 3.89 Four statements were rated at a medium level, with means ranging from 3.35 to 3.16 Notably, the statement regarding increased interaction between teachers and students received the lowest mean of 3.16, while the enjoyment of online courses was rated slightly higher at 3.32 Other statements fell within the mean range of 3.84 to 3.35 Overall, students demonstrated a strong agreement on the positive impact of online learning on their speaking skills.
4.1.3.1 Results from the questionnaire regarding the pedagogical aspect (Benefits)
• Statement 1: The online class increased the interaction between the teacher and students (Mean=3.16 – Medium)
• Statement 2: Online learning motivated me to speak more in pair work and group work activities (Mean=3.35 – Medium)
Strongly Disagree Disagree Neutral Agree Strongly Agree
As to the first statement, 34% of the students agree (both “Agree” and
In an online learning environment, 48% of students are uncertain about the increase in interaction with their teachers, highlighting a potential reduction in effective communication and emotional exchanges due to physical distancing This shift in communication methods may alter student behavior, making it distinct from traditional offline classes While Al Turki et al (2016) suggest that web-based courses enhance both peer and instructor interaction, the findings indicate that the nature of online communication can impact student engagement Nonetheless, one advantage of virtual classrooms is the flexibility they offer in communication with teachers.
A significant 51% of students feel more inclined to participate in speaking activities in pairs or groups Research by Hamouda (2020) reveals that 88.6% of participants believe online learning boosts their engagement in speaking tasks, while Al-Qahtani (2019) indicates a notable improvement in students' speaking performance when traditional classes transition to online formats Ultimately, the responsibility lies with teachers to design engaging activities that encourage students to express themselves freely.
4.1.3.2 Results from the questionnaire regarding the social aspect (Benefits)
Strongly Disagree Disagree Neutral Agree Strongly Agree
• Statement 3: The online class made the course less stressful
• Statement 4: The online class made the course more enjoyable
• Statement 5: Online learning made me feel more confident to participate in class discussions (Mean=3.84 – High)
• Statement 6: Online learning reduced my fear of speaking in front of my classmates (Mean=4.00 – High)
With regard to whether the stress level is reduced in an online class, 61%
Strongly Disagree Disagree Neutral Agree Strongly Agree
Strongly Disagree Disagree Neutral Agree Strongly Agree
Strongly Disagree Disagree Neutral Agree Strongly Agree
A significant number of participants express agreement with the statement, indicating that negative feelings are diminished in online environments This suggests that individuals feel more relaxed and confident during discussions, as the fear of judgment is notably reduced This aligns with Hamouda (2020), who found that 80% of respondents believe online classes lower stress levels, while 74.3% feel more confident in class participation Additionally, Al-Qahtani (2019) notes that many students perceive online classes as more secure than traditional face-to-face settings, allowing for freer discussions without the anxiety often associated with in-person interactions.
(2016) states that online classes allow students to communicate and ask questions, as well as improve critical comprehension
Responses regarding the enjoyment of online classes are less favorable compared to the perception that they reduce stress, with 61% agreeing that online classes are less stressful, while only 46% find them more enjoyable Kassem (2018) also notes that his students do not enjoy online courses, indicating that even with well-designed materials, only a small percentage find the courses entertaining This suggests that challenges in executing activities may contribute to the lack of enjoyment in online learning.
A significant 74% of participants reported increased confidence in class discussions, leading to greater engagement and reduced fear of making mistakes This aligns with the findings of Rinekso and Muslim (2020), who noted that online sessions provide students with opportunities to express their thoughts and interact through questions and answers This supports a learner-centered approach to English teaching, where students take the lead in discussions while the lecturer acts primarily as a facilitator.
A significant 83% of students exhibit a positive attitude towards the reduced fear of judgment and ridicule in online classes, leading to increased confidence in their expressions This supportive environment encourages open communication without the threat of punishment for mistakes, aligning with the findings of Satar and Ozdener (2008) Consequently, students feel less inhibited and are better able to develop their skills over time The online learning setting plays a crucial role in shaping students' behaviors and learning outcomes, allowing them to prioritize learning and skill acquisition over the perfection of their performance.
4.1.3.3 Results from the questionnaire regarding the managerial aspect (Benefits)
• Statement 7: In the online class, I had the freedom to ask my teacher what I didn’t understand (Mean=3.77 – High)
• Statement 8: It was easy to negotiate the allowed time for each task with the teacher (Mean=3.62 – High)
Strongly Disagree Disagree Neutral Agree Strongly Agree
A significant 69% of students feel comfortable asking their teachers for clarification on topics they do not understand, highlighting the supportive environment of online learning classrooms This finding is supported by Hussein (2016), who notes that learners are satisfied with the assistance they receive, which encourages them to seek help and explanations from their teachers.
The findings of Statement 8 align closely with those of Statement 7, indicating that students feel empowered to seek assistance from teachers, which in turn allows them to negotiate their planning and task completion time, with 61% expressing agreement Rinekso and Muslim (2020) highlight in their qualitative study that task planning is crucial for effective assignment management In this context, students engage in two primary actions: task confirmation, where they clarify the lecturer's assignments, and task negotiation, where they discuss aspects such as task difficulty and submission deadlines.
4.1.3.4 Results from the questionnaire regarding the technical aspect (Benefits)
• Statement 9: I always had access to an internet-connected device
Strongly Disagree Disagree Neutral Agree Strongly Agree
A significant 79% of students report having a device with internet access, highlighting the necessity of laptops, smartphones, tablets, or desktops for effective online teaching and learning Both students and educators must possess these electronic devices and a reliable internet connection, especially during social distancing measures This aligns with Hamouda's (2020) findings, which indicate that 91.4% of respondents consistently have access to an internet-connected device While this data focuses on accessibility, the challenges related to internet connection quality will be addressed separately.
4.1.3.5 Results from the questionnaire regarding the other aspects (Benefits)
• Statement 10: Applying an online class in my speaking course was time-saving (Mean=3.75 – High)
• Statement 11: The online class helped me improve my overall speaking skills (Mean=3.46 – High)
Strongly Disagree Disagree Neutral Agree Strongly Agree
Strongly Disagree Disagree Neutral Agree Strongly Agree
Strongly Disagree Disagree Neutral Agree Strongly Agree
• Statement 12: I preferred the speaking course to be taught through an online class (Mean=3.35 – Medium)
Findings from the interview
4.2.1 Students’ perceptions in terms of the benefits of online learning of speaking skills – Interview results
Table 11 Results from Interview Question 1
Q1 The most apparent benefit Number of respondents
Better care from the teacher 1
Table 12 Results from Interview Question 2
Q2 Other benefits Number of respondents
Easy material supply from the teacher 3
The initial two interview questions focus on students' perceptions of the primary benefits of online learning in their speaking courses during the Covid-19 pandemic's social distancing measures, as well as additional advantages they have experienced.
The primary advantage of online learning for speaking skills, highlighted by six participants, is the emotional comfort experienced in virtual classrooms While online settings may limit social interaction, they create a more relaxed and non-threatening environment, leading to increased student confidence and significantly reduced stress levels This encourages greater participation in discussions without the fear of critical judgment Supporting this, a questionnaire revealed that 61% of participants reported low stress levels in online classes, and 83% agreed that online learning alleviates their anxiety about speaking in front of peers.
The online class environment alleviated pressure, facilitating easier communication with my teacher through the Internet This mode of learning significantly enhanced my speaking skills compared to traditional offline classes, and I found myself participating more actively by raising my hand more often than in previous semesters.
ETE10: “I was less scared because I didn’t have to stand in front of the class There was a decrease in the fear of being judged or laughed at.”
A total of 6 participants noted that saving time is a significant benefit of online learning, with 70% of questionnaire respondents agreeing that online classes in speaking courses are time-efficient Offline study requires more preparation and travel, whereas online learning eliminates these time-consuming aspects Additionally, one respondent mentioned receiving better support from their teacher in the online format.
EL1: “Students didn’t have to go to the school, so it helped us avoid some problems such as traffic jams, being late for school or dropping a class
As a result, students had a better attitude for learning and attending the class.”
EL3: “The teacher took better care of students as they feared that students’ learning was affected and interrupted The teacher also interacted more with students and posed more questions.”
Online learning offers significant benefits, particularly in providing students with easier access to information through the Internet As highlighted in the questionnaire responses, having Internet access on the same device enables students to quickly locate necessary information, discover new ideas, and conveniently use online dictionaries.
Three out of ten interviewees indicate that they easily receive learning materials from their teachers, thanks to the support of social media and educational platforms such as Google Classroom.
EL1: “It was convenient for the teacher to send more learning materials to students, which promoted self-study skills.”
Two students report that they can clearly hear their teacher and peers during online classes, which typically feature fewer participants speaking simultaneously This arrangement facilitates easier listening and engagement in discussions However, when multiple individuals talk at once, it poses a significant challenge for effective learning.
ETE6: “I could listen to my friends’ voices more clearly and effectively, and this helped me learn better from them and improve my own performance.”
During online learning, students have reported various gains, including academic development, physical growth, and strengthened family bonds They utilize the time saved from commuting to enhance their language skills, engage in hobbies, and spend more quality time with family members.
EL2: “Travelling less gave me more time for studying, practicing language skills and doing exercises like mountain climbing.”
EL1: “The family relationship was improved Parents took better care of their children.”
Table 13 Results from Interview Question 3
Q3 Preferred class activities Number of respondents
Pair work and group work 6
Effective feedback from the teacher 4
Six respondents expressed a preference for pair and group work activities, facilitated by the online learning platform that enables teachers to divide the class into smaller groups This setup allows teachers to join groups, observe interactions, and provide feedback Consequently, four interviewees noted that their performances receive specific comments and corrections from the teacher.
EL5: “Pair work and group work helped me practice my speaking skills
The online learning environment was not as noisy as an offline class.”
EL4: “The teacher gave us time for practicing After that, the teacher joined in each room for checking and giving feedback.”
One participant expressed a preference for the co-teaching approach involving both non-native and native teachers However, the other three respondents noted a lack of diversity in class activities, indicating that they do not find them enjoyable.
Table 14 Results from Interview Question 4
Q4 Feelings during the hour of online learning Number of respondents
In a recent survey of students' feelings towards online classes, 4 students expressed high levels of motivation and engagement, while 2 students reported neutral feelings Conversely, 4 students indicated that the online class experience leads to feelings of sleepiness, laziness, discouragement, and distraction.
EL5: “I preferred the speaking courses to be taught online Because I was less scared, I tended to be more active and enthusiastic about learning.”
EL2: “The online class was neither enjoyable nor stressful.”
ETE7: “I was quite bored as I had to stay alone and there was a lack of real interaction with my friends.”
Table 15 Results from Interview Question 5 Q5 Support from others Number of respondents
Most participants in the study affirm that they receive ample support from teachers, friends, and family for their online learning, with only one respondent indicating a lack of support.
EL2: “The teacher was sympathetic towards our technical troubles.”
EL3: “My friends and I formed smaller groups for supporting among another.”
EL4: “My family created all favorable conditions and set a separate space for my online learning.”
ETE7: “Sometimes the teacher was quite strict, so I dared not request support from him My friends only reminded me when it came to assessment and testing.”
4.2.2 Students’ perceptions in terms of the challenges of online learning of speaking skills – Interview results
Table 16 Results from Interview Question 6
Q6 The most apparent challenge Number of respondents
Table 17 Results from Interview Question 7 Q7 Other challenges Number of respondents
Not being able to work with preferred friends 1
One of the most significant challenges in learning speaking skills online is poor internet connectivity, as highlighted by 90% of respondents in the survey According to the results, 59% of participants frequently experience delays and interruptions due to slow internet connections, which can stem from factors such as the internet service provider, subscription speed limits, or adverse weather conditions These connectivity issues can severely hinder students' learning experiences, leading to frustration and missed opportunities during speaking activities when unexpected internet delays occur.
EL3: “Internet speed was the biggest challenge I couldn’t follow and understand the lecture.”
EL2: “When the teacher was testing, if internet delays happened on the part of us, it would strongly affect our scores.”
Nonetheless, it is reported that students might take internet connection as an excuse for their inattention and distraction This issue is clearly reflected in the following quotation
In some instances, I observed my friends entering and exiting the room without engaging in discussions or practice Additionally, there are times when students may falsely claim issues with their internet connection as a reason for their absence.
The physical and emotional impacts of online learning are significant challenges, with 2 participants identifying them as the biggest challenge and 7 participants ranking them second Prolonged exposure to screen light forces students to remain seated, leading to discouragement and physical issues such as headaches, backaches, and eye pressure Research indicates that blue light emitted from electronic devices is associated with problems like blurry vision, eyestrain, and dry eyes This is further corroborated by questionnaire results, where 72% of participants acknowledge that physical issues, particularly eye pressure, adversely affect their learning experience.
ETE9: “Sitting in front of the screen for a long time caused eyestrain, backache and depression.”
EL3: “Continuously confronting with the screen caused eyestrain and increased the diopter of near-sightedness.”
ETE6: “After I finished my part, I didn’t pay attention to my friends’.”