Unravelling Self-Efficacy in Online Discussion and Presentation: Insights from English Education Students in Kupang, Indonesia

International Journal of English Linguistics, Literature, and Education (IJELLE) Vol. 6, No. 1, June 2024, pp. 1-15 ISSN 2686-0120 (print), 2686-5106 (online) 1 http://journal.univetbantara.ac.id/index.php/ijelle/index Unravelling Self-Efficacy in Online Discussion and Presentation: Insights from English Education Students in Kupang, Indonesia Priscilla Maria Assis Hornaya,1 , Aplonia Nelci Ke Lomi a,2, * a Faculty of Teacher Education, Widya Mandira Catholic University, Kupang 85141, Indonesia ; 2 *; * Corresponding Author 1 Received 25 February 2015; accepted 8 May 2015; published 13 May 2015 ABSTRACT The rapid growth of digital technology has revolutionized the educational landscape, with online learning becoming a prominent mode of instruction. This study explored students' self-efficacy in the context of online discussions and presentations in English language learning. The research involved English Education students in Kupang, East Nusa Tenggara, Indonesia. Quantitative and qualitative data were collected through questionnaires and focus group discussions (FGD). The questionnaire assessed students' self-efficacy beliefs in their speaking abilities and handling challenging situations during online discussions and presentations. The FGD provided more profound insights into the factors influencing students' experiences with virtual classroom speaking. The findings revealed that many students demonstrated a positive self-efficacy in their speaking abilities during online discussions. They expressed confidence in their communication skills and ability to handle complex tasks. However, limited access to internet connectivity, lack of engagement and social loafing, lack of preparation, students’ English proficiency, and fear of making mistakes were demotivating factors affecting self-efficacy. The study highlighted the importance of fostering a supportive online learning environment to enhance students' selfefficacy. To gain a better understanding of students' self-efficacy in online discussion and presentation, future research could include a more diverse group of students from various institutions and academic levels. KEYWORDS Self-Efficacy Online Learning Discussion and Presentation English Learning This is an openaccess article under the CC–BY-SA license. 1. Introduction Recent years have seen a significant shift in the educational landscape due to the rapid progress of digital technology. Numerous platforms, such as learning management systems and virtual learning environments, are already in place to accommodate the growing demand for online education (Prasetya, 2023). Teachers and students can communicate using text, audio, and video to deliver learning content, also known as dual communication (Hikamah et al., 2021). Online and face-to-face teaching methods are not entirely conflicting in higher education, as argued by Szeto (2014). It depends on the contextual needs provided by the environment. However, students need a social presence to feel less restrained in an online environment where communication is crucial (Ahmed, 2019). According to a study by Rianto (2020), EFL students in higher institutions frequently reported internet connectivity as the main problem in blended learning. Virtual learning satisfaction consists of several components: learning outcomes or objectives, student assessment and measurement, learning resources and materials, learner interactions (teachers, students, content), and course technology (Basith et al., 2020). Utilizing the internet network and technology in the teaching and learning process is crucial for the teachers and the students to maintain the learning atmosphere in distance learning. Adapting strategies during the pandemic is also a must for teachers. One of the learning strategies that can be applied is virtual learning discussion and presentation. The lecturers can only hold class discussions and group presentations if they gather all students in a classroom. They can do all things through distance learning. It allows the students to communicate, discuss, and share their ideas through online platforms. Szeto (2014) analysed the effects of the development of information and communication technology (ICT) on the experiences doi :10.32585/ijelle.v6i1.4446 2 International Journal of English Linguistics, Literature, and Education (IJELLE) ISSN 2686-0120 (print), 2686-5106 (online) Vol. 6., No. 1, June 2024, pp. 1-15 and interactions of students and lecturers (ICT). He found that from the instructor's perspective, both online and face-to-face groups achieved similar levels of learning (p. 4253). The field of English education, along with other areas of study, has recently shifted towards online learning. This change has brought about a new way for students to participate in discussions and presentations in a virtual environment. Speaking skills are a crucial aspect of these activities, and students must have adequate knowledge and mastery to effectively engage in conversations and presentations in English as a foreign language. Riadil (2020) conducted a qualitative study that examined the speaking difficulties experienced by Indonesian EFL students when communicating in English. The study found that students often struggle with fears of mispronouncing words, making grammar mistakes, using incorrect body language, or using incorrect vocabulary when expressing their ideas. Many students also feel anxious about being judged or fearful when speaking English in class (p.34). The gap that the current research aims to fill is the examination of how self-efficacy impacts English Education students' virtual learning discussions and presentations. By exploring students' self-efficacy beliefs in an online learning context, this study intends to shed light on how their confidence levels influence their ability to overcome the speaking difficulties highlighted in Riadil's research. Understanding students' self-efficacy can help identify how they perceive their speaking abilities and how these beliefs may affect their active participation, communication skills, and overall performance during online discussions and presentations. There are other previous studies that focus on the implementation of online learning in Indonesian higher educational institutions (Basith et al., 2020; Dargo & Dimas, 2021; Fitria et al., 2021; Prifti, 2020; Raes et al., 2020; Rianto, 2020; Wulandari et al., 2021) Several difficulties were discovered in those studies. One of the most significant issues is the need for more student engagement and active participation in online learning (Prifti, 2020). Students' active participation is the key to better mastery and understanding of the students. In previous studies, students indicated that they required help keeping on track during online learning. Dargo and Dimas (2021) aimed to examine the effects of Modular Distance Learning on students' academic performance. They found out in their study that t (...truncated)