LEARNING ENGLISH ACROSS CULTURES-A REFLECTION ON CHALLENGES FACED BY ONLINE LEARNERS AND THEIR MITIGATION STRATEGIES

Badrul Hisham  Ahmad; Norkhairi  Ahmad

doi:10.47701/frasa.v3i2.2294

Authors

Badrul Hisham Ahmad Universiti Teknologi Mara Perlis Branch, Perlis, Malaysia.
Norkhairi Ahmad Universiti Kuala Lumpur Malaysia France Institute, Selangor, Malaysia.

DOI:

https://doi.org/10.47701/frasa.v3i2.2294

Keywords:

cross cultural setting, online language learning, language learning challenges, language learning strategies, cross cultural competence

Abstract

This study sets out to investigate learnersâ€™ cross-cultural experience of learning English for Specific Academic Purposes (ESAP) course from an international instructor via online setting. The objectives of this study were to investigate a) the learnersâ€™ feedback on the overall online learning experience, b) the challenges that the learners have experience during their online lessons and c) learnersâ€™ strategies in overcoming the challenges experienced during their online lessons. Qualitative data is elicited via purposive sampling from five diploma students enrolled in the ESAP course at a public university in Malaysia. Focus group and follow up individual interviews were utilised to gather feedback on their general cross-cultural learning experiences online learning experience as well as the challenges they encountered during their lessons and their strategies in overcoming those challenges faced during their lessons. The study found that learners perceived their online language learning experience in cross-cultural setting as a positive one. They shared several challenges experienced during the lessons and some strategies that they utilized to manage the challenges.

Downloads

Download data is not yet available.

References

Ahmad, N. (2015) Intensification of ASEAN economic community Integration via university studentsâ€™ mobility in The Globalist Vol. 4 2015. ISSN 2232-027X

Ahmad, N., Ina Suryani, A.R., & Hairan, H. Azmy (2017). An analysis of perceptions on international mobility experience: Narratives of technical university students on challenges mitigated and impacts gained. Integrated Practices in Language Learning: Unity Through Diversity Vol. 1. 69-89, UniMAP Publication

Ahmad, N., Sayadi, Z.A.2, Danuri, N., & Ismail,(2021). A multi-dimensional approach to managing English for Specific Purposes (ESP) courses and assessment practices in technical and engineering education context. ICONTVET Proceedings 2020. UniMAP

Abduh, M. Y. M. (2021). Full-time online assessment during COVID-19 lockdown: EFL teachersâ€™ perceptions. Asian EFL Journal, 28(1.1), 26-46.

Byram, M. (2018). Internationalisation in higher educationâ€“an internationalist perspective. On the horizon., 26(2), 148-156.

Byram, M., & Golubeva, I. (2020). Conceptualising intercultural (communicative) competence and intercultural citizenship. In The Routledge handbook of language and intercultural communication (pp. 70-85). Routledge.

Djiwandono, P. I. (2018). The Effect of Blended Learning on Reading Abilities, Vocabulary Mastery, and Collaboration among University Students. The New English Teacher, 12(1), 23.

GazioÄŸlu, M., & GÃ¼ner, B. (2021). Foreign Language Teachersâ€™ Intercultural Competence as a New Aspect of Professional Development. Journal of Culture and Values in Education, 4(2), 27-41.

Gyamfi, G., & Sukseemuang, P. (2018). EFL Learners' Satisfaction with the Online Learning Program, Tell Me More. Turkish Online Journal of Distance Education, 19(1), 183- 202.

Idrus, R. M., & Lateh, H. H. (2000). Online distance education at the Universiti Sains Malaysia, Malaysia: preliminary perceptions. Educational Media International, 37(3), 197-201.

Kefalaki, M., Nevradakis, M., & Li, Q. (2021). Cross-Cultural Effects of COVID-19 on Higher Education Learning and Teaching Practice: A Case Study from Greece. Journal of University Teaching and Learning Practice, 18(5), 5.

Kenney, J. and Newcombe, E. (2011). "Adopting a blended learning approach: Challenges encountered and lessons learned in an action research study." Journal of Asynchronous Learning Networks 15, no. 1: 45-57.

Mohamad A. E. (2017). Redesigning Higher Education.:UiTM Academic Conference (Universiti Teknologi MARA, Shah Alam. Keynote.

Pishghadam, R., Derakhshan, A., Zhaleh, K., & Al-Obaydi, L. H. (2021). Studentsâ€™ willingness to attend EFL classes with respect to teachersâ€™ credibility, stroke, and success: a cross-cultural study of Iranian and Iraqi studentsâ€™ perceptions. Current Psychology, 1-15.

Tafazoli, D., GÃ³mez Parra, M., & Huertas Abril, C. A. (2018). A cross-cultural study on the attitudes of English language students towards Computer-Assisted Language Learning. Teaching English with Technology, 18(2), 34-68.

Weda, S., & Atmowardoyo, H. (2018). Cross-Cultural Competence (CCC) and Cross- Cultural Understanding (CCU) in multicultural education in the EFL classroom. The Journal of English as an International Language, 13(2.2), 9-31.

Yu, X., & Peters, B. (2019). Let all voices be heard: Exploring international studentsâ€™ communication challenges in the internationalized classroom. Journal of Interdisciplinary Studies in Education, 8(1), 107-116.

Zheng, Y., & Cheng, L. (2018). How does anxiety influence language performance? From the perspectives of foreign language classroom anxiety and cognitive test anxiety. Language Testing in Asia, 8(1), 1-19.