Efl teachers’ online informal learning of english: between perceptions and practice / I Gusti Ngurah Agung Wijaya Mahardika
SUMMARY Mahardika I Gusti Ngurah Agung Wijaya. 2021. EFL Teachers rsquo Online Informal Learning of English Between Perceptions and Practice. Dissertation. Advisors (1) Prof. Dra. Hj. Utami Widiati M.A. Ph.D. (2) Prof. Dr. Yazid Basthomi M.A. (3) Dra. Nunung Suryati M.Ed. Ph.D. Key words OILE EFL Teachers OILE Perceptions OILE Practice. The present study investigated 219 EFL teachers and their Online Informal Learning of English (hereinafter OILE). The aim of this study was to identify English teachers rsquo OILE practice and the perceived benefits of said practice on English teachers rsquo language skills and teaching practice in the classroom. Therefore the present study tried to answer the following questions (1) What are EFL teachers rsquo perceptions of the concept of OILE (2) What is the nature of EFL teachers rsquo OILE practice (3) What are EFL teachers rsquo perceived benefits of OILE practice on their language skills (4) What are EFL teachers rsquo perceived benefits of OILE practice on their teaching practice The study was conducted in two major phases namely the survey phase and the interview phase. The first phase was the survey phase in which a number of teachers were asked to answer questionnaires on perception of OILE and their OILE practices. The second phase was the interview phase where the researcher collected qualitative data from the teachers to further explain and triangulate the data collected from the first phase. The instruments used in the study were 1) English Teacher rsquo s OILE Perception and Practice Questionnaire and 2) Semi structured interview Guide. Based on the data analysis the study found the followings (1) EFL teachers were ignorant of both OILE term and OILE concept. Most of the teachers considered OILE as a form of informal English course in the internet. (2) Despite their ignorance of the term and concept EFL teachers practice OILE in varying level of frequency. The most practiced OILE activity is Listening to Music followed by Watching Movies Social Media Interaction Reading Online News from news and the least practiced OILE activity by the teachers was Playing Games. (3) An overwhelming majority of the EFL teachers surveyed agreed that their OILE practices have beneficial impact on their language skills with different emphasis put on individual skills namely Listening Comprehension skill (28.72%) Speaking skill (28.20%) Reading comprehension skill (14.62%) knowledge of English culture (16.45) Vocabulary repertoire (8.88%) as well as their Writing skill (3.13). (4) EFL teachers perceived their OILE activities as beneficial for their teaching process. EFL teachers stated that OILE practice helps teachers to provide better teaching materials (65.00%) improve teaching learning process (17.50%) and improve teachers rsquo teaching confidence and motivation (17.50%). The implications that can be drawn based on the present study is that EFL teachers need to be informed of the concept of OILE as an extension of Out of class language learning. Teachers also need to improve their OILE practice especially reading online news and digital games activities. This study further recommends introducing OILE concept and activities exposure to pre-service EFL teachers as early as possible by teacher training universities. Teacher training universities should explicitly teach pre-service EFL teachers the concept of OILE and its benefits on English language learning.
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