Online Learning Mode in The Post-Pandemic: EFL Learners’ Views

International Journal of English Linguistics, Literature, and Education (IJELLE) Vol. 5, No. 2, December 2023, pp. 77-86 ISSN 2686-0120 (print), 2686-5106 (online) 77 http://journal.univetbantara.ac.id/index.php/ijelle/index Online Learning Mode In The Post-Pandemic: EFL Learners’ Views Salsabil Rihadatul Aisya a,1 ; Moh. Hasbullah Isnaini a,2; Pratnyawati Nuridi Suwarso a,3 a Brawijaya University, Malang, Indonesia *; 2 ; 3 * Corresponding Author 1 Received 8 November 2023; accepted 14 December 2023; published 15 December 2023 ABSTRACT This study aimed to investigate the EFL’s perception of implementing online learning in the post-pandemic and determine whether online learning suits EFL in post-pandemic situations. This research data were gained from 238 eighthgrade EFL students who experienced online learning in post-pandemic. This study utilized a cross-sectional survey design, employing a questionnaire as the primary data collection instrument to uncover information on the online implementation based on two aspects, Perceived Usefulness (PU) and Perceived Ease of Use (PEOU). The instrument was adapted from Rahman (2020) which contained 16 statements with 4 Likert scales. The study revealed that the students responded positively on both aspects, PU and PEOU with the total percentage is 65% and 63% respectively. The positive responses indicated that online learning can be and preferably used as the alternative way of English learning in the post-pandemic situation. However, understanding the instructions and materials is challenging for the students to understand as 55% of students gave negative responses to the instructions and 75% of students chose negative responses to the materials. To provide and create successful learning, future researchers can further research on providing better instructions and understandable materials for the students. KEYWORDS Students’ perception EFL Online Learning Post pandemic This is an openaccess article under the CC–BY-SA license 1. Introduction The emergence of the Covid-19 pandemic affected many different aspects of life, including education. The learning process faced a significant challenge as students and teachers were unable to convene in person due to the widespread transmission of the virus. Consequently, the realm of education is seeking alternative methods of learning that are conducive to the current pandemic situation, and online learning has emerged as an appropriate solution. The COVID-19 pandemic, a disease that spreads quickly, has had a significant influence on various establishments such as institutions of higher learning, public schools, and private schools globally. The outbreak of the pandemic has caused significant disruptions in education systems, resulting in an increased workload for faculty and staff members. In order to reduce the risk of contagion, many colleges, universities, and institutions have chosen to either remain closed or operate with limited resources, as noted by (Dhawan, 2020) and (Rapanta et al., 2020). The COVID-19 pandemic has led to a surge of online learning applications, prompting numerous investigations into student attitudes towards this method of learning. For instance, (Tan et al., 2010) have conducted research in this area. Adults and postsecondary education now have greater access to learning opportunities due to the advent of online education. Numerous studies have provided evidence for the effectiveness of online education. (Bhagat et al., 2016). According to Anderson (2008), Online learning can enhance the crucial aspect of educational connection by providing a wide range of styles and forms. In accordance with the joint decree issued by the Ministry of Education, Culture, Research, and Technology in 2022, the Indonesian government is advocating for the adoption of face-to-face learning as a means of reinstating educational practices. In the present era, following the pandemic, educational institutions are gradually resuming Face-to-face learning via a hybrid approach known doi :10.32585/ijelle.v5i2.4672 78 International Journal of English Linguistics, Literature, and Education (IJELLE) ISSN 2686-0120 (print), 2686-5106 (online) Vol. 5., No. 2, December 2023, pp. 77-86 as blended learning. ` According to (Singh, 2003), blended learning presents the potential to integrate multiple modes or facets of instruction and effectively utilize both asynchronous and synchronous tools to cater to the unique learning requirements and preferences of individual learners. The literature suggests that blended learning offers several benefits, including flexibility, convenience, and engagement in the learning environment. It discovered that blended learning improves learning and performance levels, ensures knowledge permanence, increases student motivation and interaction, and is cost-effective. Additionally, blended learning has been identified as a self-regulated approach and is adaptable to the time, location, and tempo of student learning. Furthermore, blended learning is student-centered and recognizes the needs and perspectives of different types of learners. These findings have been reported by (Carman, 2005) Regardless of the application of blended learning, the direct face-to-face method of learning might not be practical due to a multitude of factors, such as teacher obligations that require students to engage in online learning in the post-pandemic. The utilization of technology is a crucial component of online learning during the post-pandemic era. During the global pandemic, educational institutions increasingly utilized a variety of online platforms, including Google Classroom, Microsoft Teams, Zoom, YouTube, WhatsApp, and other similar applications, in order to facilitate remote learning, as reported by (Goertler & Gacs, 2020) and (Haerazi et al., 2020). Online learning is distinguished by two fundamental elements, explicitly learning and technology. Learning refers to the cognitive process of acquiring information and knowledge. According to (Aparicio et al., 2016), facilitating the learning process is essential. The multiple aspects of online learning success involve various factors, with student perception being a crucial component. According to (Smart & Cappel, 2006), students' motivation to perform well is positively correlated with their perception of online learning as advantageous to their learning. Extensive research has been conducted on the perceptions of students regarding online learning or e-learning in various educational levels and contexts. The Technology Acceptance Model (TAM) can be employed as an effective way of measuring students' perceptions within the context of online learning. This study utilizes the Technology Acceptance Model (TAM) proposed by (Venkatesh & Davis, 2000) In order to evaluate the students' assessment of two significant constructs. These constructs are Perceived Usefulness (PU) and Perceived Ease of Use (PEOU). In previo (...truncated)