Students’ perception and achievement on online English learning platforms
DOI:
https://doi.org/10.65431/jrell.v1i1.11Keywords:
Language learning achievement, online English learning, students’ perceptionAbstract
This study explores students' perceptions and academic achievements in online English learning platforms, a topic of increasing importance due to the global shift towards digital education. Existing research has extensively examined technical features, pedagogical strategies, and learner motivation in virtual language learning environments. However, a significant gap remains in understanding how students' subjective experiences align with their measurable performance outcomes within these platforms. The primary aim of this research is to investigate how students perceive their online English learning experiences and how these perceptions relate to their academic achievements. To achieve this, the study employed a qualitative research design involving 19 university students from Indonesia, selected through purposive sampling. Data collection involved individual interviews conducted online via video conferencing, lasting between 30 to 45 minutes, and was supplemented by academic achievement data sourced from institutional records. Data analysis was performed through thematic analysis, involving multiple readings of transcripts, coding, and categorization of emerging themes related to perceived benefits and challenges of online platforms. The findings reveal that students appreciated the flexibility and multimedia features of online platforms, which supported autonomous learning, yet faced challenges such as limited interaction, technical issues, and self-discipline demands. Notably, students' perceptions were positively correlated with academic performance; those with higher self-regulation skills and positive attitudes toward digital tools tended to perform better academically. The study highlights the necessity for holistic platform design and pedagogical strategies that foster interaction, emotional support, and learner autonomy. The implications suggest that educators, developers, and policymakers should consider both technological and human factors to optimize online language learning experiences, ultimately enhancing learner engagement and achievement in digital environments.
References
Abduh, A., Sakkir, G., Rosmaladewi, R., Andrew, M., & Yasdin, Y. (2022). Teachers’ perceptions of English teaching strategies in the current curriculum change. International Journal of Language Education, 6(4), 437. https://doi.org/10.26858/ijole.v6i4.25246
Algraini, F. (2023). Saudi EFL university instructors’ perceptions of online education during the covid-19 pandemic. Journal of Language Teaching and Research, 14(3), 799-807. https://doi.org/10.17507/jltr.1403.28
Al-Mamoori, M., & Hosseinpur, R. (2023). The effect of using blended learning on Iraqi EFL students’ reading achievement. Journal of Language and Linguistics in Society, 41, 1-12. https://doi.org/10.55529/jlls.41.1.12
Almehmadi, W. (2024). Exploring the potential of ai techniques in teaching English as a foreign language: A systematic literature review. Asian Journal of Social Sciences and Management Studies, 11(2), 22-31. https://doi.org/10.20448/ajssms.v11i2.5576
Al‐Nofaie, H. (2020). Saudi university students’ perceptions towards virtual education during covid-19 pandemic: A case study of language learning via blackboard. Arab World English Journal, 11(3), 4-20. https://doi.org/10.24093/awej/vol11no3.1
Al-Seghayer, K. (2023). The newfound status of English in 21st-century Saudi Arabia. International Journal of Linguistics, 15(4), 82. https://doi.org/10.5296/ijl.v15i4.21262
Arab, R., Urbanavice, R., Jakavonytė-Akstinienė, A., Skvarčevskaja, M., Austys, D., Briones‐Vozmediano, E., … & Istomina, N. (2024). We want our freedom back, that’s our only need: A qualitative study of health and social needs among asylum seekers and undocumented migrants crossing the borders from belarus to lithuania. Frontiers in Public Health, 12. https://doi.org/10.3389/fpubh.2024.1371119
Atila, R., & Irnanda, S. (2021). The motivation of using English language in Instagram captions. English Language Study and Teaching, 2(2), 26-33. https://doi.org/10.32672/elaste.v2i2.3693
Çelïk, S., Saylan, E., Çaylak, N., & Berber, P. (2021). İngi̇li̇zce öğretmen adaylarinin toplumsal duyarlilik ve sosyal adalet düzeyleri̇ i̇le yeni̇ medya okuryazarliklari arasindaki̇ i̇li̇şki̇. Uludağ Üniversitesi Eğitim Fakültesi Dergisi, 34(3), 1332-1372. https://doi.org/10.19171/uefad.934052
Chaniago, A., & Hz, B. (2024). English speaking skill through rosetta stone application at junior high school: students’ voices. Didaktika Jurnal Kependidikan, 13(2), 1691-1700. https://doi.org/10.58230/27454312.647
Chen, C., Hung, H., & Yeh, H. (2021). Virtual reality in problem‐based learning contexts: effects on the problem‐solving performance, vocabulary acquisition and motivation of English language learners. Journal of Computer Assisted Learning, 37(3), 851-860. https://doi.org/10.1111/jcal.12528
Demir, B., & Sönmez, G. (2021). Practical, technical, and affective aspects of teaching English online during the pandemic: Instructors’ voices. Shanlax International Journal of Education, 10(1), 1-9. https://doi.org/10.34293/education.v10i1.4257
Dinçer, A. (2020). Understanding the characteristics of English language learners’ out-of-class language learning through digital practices. Iafor Journal of Education, 8(2), 47-65. https://doi.org/10.22492/ije.8.2.03
Fitriana, K., & Nurazni, L. (2022). Exploring students' perception of using Grammarly to check grammar in their writing. Jet (Journal of English Teaching), 8(1), 15-25. https://doi.org/10.33541/jet.v8i1.3044
García, J., Alberto, M., López, M., Pérez, M., Pacora, V., Rosales, J., … & Beas, A. (2022). Teaching and learning through platforms during the pandemic: An alternative resource to teaching at the university. Journal of Global Education Sciences, 4(2), 8-14. https://doi.org/10.32829/gesj.v4i2.171
Hidayah, S. (2022). Evaluative analysis on MOOC with LMS based to improve English teachers’ teaching competences. IJET (Indonesian Journal of English Teaching), 11(1), 30-45. https://doi.org/10.15642/ijet2.2022.11.1.30-45
Indriani, C., Muth’im, A., & Febriyanti, E. (2024). English language learning through the use of digital technology: A literature review. Linguistic English Education and Art (LEEA) Journal, 7(2), 283-290. https://doi.org/10.31539/leea.v7i2.9268
Jia, Y. (2025). Emotional resiliency and life satisfaction among teachers of Chinese as a foreign language: Mediating chain model with grit and employability and gender moderation. Frontiers in Psychology, 16. https://doi.org/10.3389/fpsyg.2025.1450617
Kristy, A., Malihah, N., Risdianto, F., & Supardi, S. (2022). Digital natives problems and challenges in learning English. Leksika Jurnal Bahasa Sastra Dan Pengajarannya, 16(1), 26. https://doi.org/10.30595/lks.v16i1.12382
Kriswinahyu, A. & Kastuhandani, F. (2024). Students’ lived experiences practicing digital literacy using YouTube as an English learning tool. Indonesian Journal of Educational Development (IJED), 4(4). https://doi.org/10.59672/ijed.v4i4.3314
Kumar, V., & Sharma, D. (2021). E-learning theories, components, and cloud computing-based learning platforms. International Journal of Web-Based Learning and Teaching Technologies, 16(3), 1-16. https://doi.org/10.4018/ijwltt.20210501.oa1
Laksani, H., Fauzıatı, E., & Wijayanto, A. (2020). Teachers’ beliefs in integrating digital literacy in EFL classroom: Decomposed theory of planned behavior perspectives. Indonesian Journal of EFL and Linguistics, 5(2), 295. https://doi.org/10.21462/ijefl.v5i2.285
Liu, J., Li, S., & Zhang, W. (2024). Effects of providing EFL learners with additional online and face‐to‐face practise opportunities to promote active learning in higher education. Journal of Computer Assisted Learning, 40(3), 1246-1260. https://doi.org/10.1111/jcal.12947
Magfiroh, I. (2022). Pre-service teachers’ perception about the use of ICT in teaching and learning context. NaCoLET, 1(1), 52-55. https://doi.org/10.32534/nacolet.v1i1.2613
Mahmood, H., Ghafar, Z., Saeed, H., Hamarasheed, A., & Ali, T. (2024). Exploring the potential of social media platforms to foster cultural diversity and enhance intercultural comprehension among EFL university students. JLPS, 3(3), 153-168. https://doi.org/10.58881/jlps.v3i3.68
Meng, Q. (2023). Research on college English teaching from the perspective of ecological linguistics. Frontiers in Educational Research, 6(23). https://doi.org/10.25236/fer.2023.062314
Menggo, S., & Darong, H. (2022). Empirical evidence of blended learning in Indonesian EFL class. JEELS (Journal of English Education and Linguistics Studies), 9(1), 115-147. https://doi.org/10.30762/jeels.v9i1.3957
Mortazavi, M., Nasution, M., Abdolahzadeh, F., Behroozi, M., & Davarpanah, A. (2021). Sustainable learning environment by mobile-assisted language learning methods on the improvement of productive and receptive foreign language skills: A comparative study for Asian universities. Sustainability, 13(11), 6328. https://doi.org/10.3390/su13116328
Nair, V., & Yunus, M. (2022). Using digital storytelling to improve pupils’ speaking skills in the age of covid 19. Sustainability, 14(15), 9215. https://doi.org/10.3390/su14159215
Pambudi, N., & Ciptaningrum, D. (2023). English teachers’ oft-cited barriers and strategies to overcome the barriers in online assessment: The case of senior and vocational high schools in Indonesia. Journal on English as a Foreign Language, 13(1), 195-217. https://doi.org/10.23971/jefl.v13i1.5711
Philippe, S., Souchet, A., Lameras, P., Petridis, P., Caporal, J., Coldeboeuf, G., … & Duzan, H. (2020). Multimodal teaching, learning and training in virtual reality: A review and case study. Virtual Reality & Intelligent Hardware, 2(5), 421-442. https://doi.org/10.1016/j.vrih.2020.07.008
Rahman, S., & Sanjana, L. (2021). Investigating the role of google classroom as an LMS in tertiary level EAP classes. Belta Journal, 5(1), 1-12. https://doi.org/10.36832/beltaj.2021.0501.01
Rasalli, R., & Matore, M. (2023). Trends of the implementation of hybrid teaching and learning in mathematics education: A systematic literature review. International Journal of Academic Research in Business and Social Sciences, 13(2). https://doi.org/10.6007/ijarbss/v13-i2/16220
Sakina, R., & Astuti, R. (2024). Using Duolingo application in learning vocabulary: A descriptive qualitative study at the fifth grade of an elementary school in sumedang. Biormatika Jurnal Ilmiah Fakultas Keguruan Dan Ilmu Pendidikan, 10(2), 131-145. https://doi.org/10.35569/biormatika.v10i2.2091
Shonfeld, M., Cotnam-Kappel, M., Judge, M., Ng, C., Ntebutse, J., Williamson-Leadley, S., … & Yildiz, M. (2021). Learning in digital environments: a model for cross-cultural alignment. Educational Technology Research and Development, 69(4), 2151-2170. https://doi.org/10.1007/s11423-021-09967-6
Solihin, S. (2021). Using mobile-assisted language learning (MALL) to teach English in Indonesian context: Opportunities and challenges. Veles Voice of English Language Education Society, 5(2), 95-106. https://doi.org/10.29408/veles.v5i2.3150
Sumarno, W., Wahyuningtyas, D., Ardianti, T., Rahmawati, A., Shafira, P., & Solikha, N. (2021). Expert validation and students’ initial field trial responses toward m-write academic essay writing application. Metathesis Journal of English Language Literature and Teaching, 5(2), 204. https://doi.org/10.31002/metathesis.v5i2.4375
Thi, H., Dao, T., Thi, C., Do, M., Tran, L., & Phong, T. (2024). The incorporation of digital technologies into the instruction of medical English. JLLL. https://doi.org/10.7176/jlll/100-05
Wang, H., Wang, M., & Li, G. (2022). The use of social media inside and outside the classroom to enhance students’ engagement in EFL contexts. Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.1005313
Yosintha, R., & Yunianti, S. (2021). Learner autonomy in EFL online classes in Indonesia: Students’ voices. Langkawi Journal of the Association for Arabic and English, 7(1), 119. https://doi.org/10.31332/lkw.v7i1.2637
Zhang, C., & Meng, Y. (2024). English language learning in the digital age: Learner‐driven strategies for adolescents and young adults, mark Dressman, Tesol Quarterly, 58(4), 1831-1834. https://doi.org/10.1002/tesq.3358
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 Journal of Research in English Language Teaching and Linguistics
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
