Email this article 
Students’ perception of social presence in the online EFL speaking class
Abstract
Some students claim to suffer from anxiety, which lowers their self-esteem and causes them to feel anxious and uneasy while studying a foreign language. Establishing a social connection between the lecturer and the students is one of the possible solutions to this issue. The purpose of this study was to examine students' perceptions of social presence in an online speaking class and how social presence affects students' confidence in speaking class. This study employed quantitative research as its method of inquiry. The researchers distributed questionnaires to 159 students to collect data, but only 51 students responded. In addition, the researchers conducted interviews with a subset of participants to gain additional insight into the data required for the study. The research findings on students' perception of social presence in the online speaking class and the effect of social presence on students' confidence in speaking class revealed that students had a favorable perception of social presence in the online speaking class. The first finding's mean score was seventy-two point nine (x ̅ = 72.9). The findings demonstrated that social presence influences students' self-confidence, encourages them to learn more, and assists students in improving their speaking ability in speaking class.
Keywords
Full Text:
PDFReferences
Altman, Steven., Valenzi, Enzo., Hodgetts, R. M., & Hodgetts, R. M. (1985). Organizational behavior: Theory and practice. Orlando: Academic Press.
Anderson, T. (2008). Theory and practice of online learning. Edmonton: AU Press.
Anderson, T., & Garrison, D. R. (2003). E-learning in the 21st century: A framework for research and practice. London: RoutledgeFalmer.
Ariani, S., & Tawali, T. (2021). Problems of Online Learning during Covid-19 Pandemic in Speaking For Professional Context Class. Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa & Seni Prodi Pendidikan Bahasa Inggris IKIP, 8(1), 32-37
Ary, D., Jacobs, L. C., Sorensen, C., & Razavieh, A. (2010). Introduction to research in education. Belmont: Wadsworth.
Aydin, I. E., & Gumus, S. (2016). Sense of classroom community and team development process in online learning. In Turkish Online Journal of Distance Education, 17(1), 60-77.
Beebe, S. A., & Mottet, T. P. (2009). Students and instructors. In W. F. Eadie (Ed.), 21st century communication: A reference handbook (pp. 349–357). Thousand Oaks, CA: Sage.
Benson, A. (2002). Using online learning to meet workforce demand: A case study of stakeholder influence. Quarterly Review of Distance Education, 3(4), 443–452.
Cleveland-Innes, M., & Campbell, P. (2012). Emotional presence, learning, and the online learning environment. The International Review of Research in Open and Distance Learning, 13(4), 269–292.
Conrad, D. (2002). Deep in the hearts of learners: Insights into the nature of online community. Journal of Distance Education, 17(1), 1–19.
Díaz-Ducca, J. A. (2014). Positive oral encouragement in the efl classroom, a case study through action research. Revista De Lenguas Modernas, 21.
Fraenkel, J. R., & Wallen, N. E. (2006). How to design and evaluate research in education. New York: McGraw-Hill.
Garrett Dikkers, A., Whiteside, L. A., & Lewis, S. (2012). Get present: Build community and connectedness online. Learning and Leading with Technology, 40(2), 22–25.
Garrison, D. R., Anderson, T., & Archer, W. (2000). Critical inquiry in a textbased environment: Computer conferencing in higher education. The Internet and Higher Education, 2(2-3), 87-105.
Gibson, J., Ivancevich, J., & Konopaske, R. (2011). Organizations: Behavior, structure, processes. New York: McGraw-Hill.
Gilbert, B., & Fisher, S. J. (2015). Online learning revealing the benefits and challenges, from http://libguides.sjfc.edu/citations.
Horwitz, E. K., Horwitz, M. B., & Cope, J. (1986). Foreign language classroom anxiety. In Source: The Modern Language Journal. 70(2), 125-132, from https://www.jstor.org/stable/327317.
Kusumawati, A. J. (2020). Redesigning Face-to-Face into Online Learning for Speaking Competence during COVID-19: ESP for Higher Education in Indonesia. International Journal of Language Education, 4(2), 276-288.
Libbey, H. P. (2004). Measuring student relationships to school: Attachment, bonding, connectedness, and engagement. In The Journal of School Health, 74(7), 274.
MacIntyre, P. D. (1999). Language anxiety: A review of the research for language teachers. Affect in Foreign Language and Second Language Learning: A Practical Guide to Creating A Low-Anxiety Classroom Atmosphere, 24, 41.
Marzeta, Z. (2020). English students’ perceptions of online learning in speaking class at universitas jambi. Jambi: Universitas Jambi.
Mcisaac, M. S., & Gunawardena, C. N. (1996). Distance education. Handbook of Research for Educational Communications and Technology, 403, 437, from http://seamonkey.ed.asu.edu/~mcisaac/dechapter.
Meylani, R., Bitter, G., & Legacy, J. (2015). Desirable characteristics of an ideal online learning environment. Journal of Educational and Social Research, 5(1), 203, from https://doi.org/10.5901/jesr.2015.v5n1p203.
Moore, M. G., & Kearsley, G. (2011). Distance education: A systems view of online learning. Belmont: Wadsworth.
Mulenga, E. M., & Marbán, J. M. (2020). Prospective teachers’ online learning mathematics activities in the age of COVID-19: A cluster analysis approach. Eurasia Journal of Mathematics, Science, and Technology Education, 16(9), from https://doi.org/10.29333/EJMSTE/8345.
Nguyen, H. T. T. (2021). Boosting motivation to help students to overcome online learning barriers in covid-19 pandemic: A case study. International Journal
of Interactive Mobile Technologies, 15(10), 4–20, from https://doi.org/10.3991/ijim.v15i10.20319.
Nolen-Hoeksema, S., Fredrickson, Barbara., & Loftus, G. R. (2009). Atkinson and hilgard’s introduction to psychology. Hampshire: Cengage Learning.
Nunan, D. (1989). Designing tasks for the communicative classroom. Cambridge: Cambridge University Press.
Pallant, J. (2016). SPSS survival manual. Berkshire: Open University Press.
Paolini, A. (2015). Enhancing Teaching Effectiveness and Student Learning Outcomes. Journal of effective teaching, 15(1), 20-33.
Pickens, J. (2005). Attitudes and perceptions. Organizational Behavior in Health Care, 4(7), 43-76.
Polhemus, L., Shih, L. F., & Swan, K. (2001). Virtual interactivity: The representation of social presence in an online discussion. Annual Meeting of The American Educational Research Association, 258.
Richardson, J. C., & Swan, K. (2003). Examining social presence in online courses in relation to students’ perceived learning and satisfaction. Albany: State University of New York.
Ross, A., & Victor L., W. (2017). One-sample t-test: Basic and advanced statistical tests. Rotterdam: SensePublishers.
Rourke, L., Anderson, T., Garrison, D. R., & Archer, W. (2001). Assessing social presence in asynchronous text-based computer conferencing. The Journal of Distance Education, 14(2), 50-71, from http://cade.athabascau.ca/vol14.2/rourke_et_al.html.
Shea, P., & Bidjerano, T. (2010). Learning presence: A theory of self-efficacy, self-regulation, and the development of a communities of inquiry in online and blended learning environments. Computers and Education, 55(4), 1721– 1731, from https://doi.org/10.1016/j.compedu.2010.07.017.
Short, J., Williams, E., & Christie, B. (1976). The social psychology of telecommunications. Toronto: Wiley.
Simonson, M. R., Smaldino, S. E., & Zvacek, Susan. (2015). Teaching and learning at a distance: Foundations of distance education. Charlotte: Information Age Publishing.
Slagter van Tryon, P. J., & Bishop, M. J. (2012). Evaluating social connectedness online: The design and development of the social perceptions in learning contexts instrument. Distance Education, 33(3), 347–364, from https://doi.org/10.1080/01587919.2012.723168.
So, H. J., & Brush, T. A. (2008). Student perceptions of collaborative learning, social presence, and satisfaction in a blended learning environment: Relationships and critical factors. Computers and Education, 51(1), 318–336, from https://doi.org/10.1016/j.compedu.2007.05.009.
Sung, E., & Mayer, R. E. (2012). Five facets of social presence in online distance education. Computers in Human Behavior, 28(5), 1738–1747, from https://doi.org/10.1016/j.chb.2012.04.014.
Swan, K. (2002). Building learning communities in online courses: The importance of interaction. Education, Communication & Information, 2(1), 23–49, from https://doi.org/10.1080/146363102200000501.
Swan, K., & Fang Shih, L. (2005). On the nature and development of social presence in online course discussions. Journal of Asynchronous learning networks, 9(3), 115-136.
van Tryon, P. J. S., & Bishop, M. J. (2009). Theoretical foundations for enhancing social connectedness in online learning environments. Distance Education, 30(3), 291–315, from https://doi.org/10.1080/01587910903236312.
Ward, S. (2016). It’s not the same thing: Considering a path forward for teaching public speaking online. Review of Communication, 16(2-3), 222-235, from doi:10.1080/15358593.2016.1187458
Whiteside, A. (2011). Integrating the social presence model to maximize blended and online learning experiences: Effective practices. Online Learning Consortium, 19(2).
Whiteside, A. L. (2015). Introducing the social presence model to explore online and blended learning experiences. Online Learning, 19(2).
Whiteside, A. L., Dikkers, A. G., & Swan, K. (2017). Social presence in online learning: Multiple perspectives on practice and research. Sterling: Stylus Publishing.
Whiteside, L. A. (2007). Exploring social presence in communities of practice within a hybrid learning environment: A longitudinal examination of two case studies within the school technology leadership graduate-level certificate program. Minneapolis: University of Minnesota.
You, J. W., & Kang, M. (2014). The role of academic emotions in the relationship between perceived academic control and self-regulated learning in online learning. Computers & Education, 77, 125–133.
Zyoud, M. M. (2016). Theoretical perspective on how to develop speaking skill among university students. Pune Research Scholar an International Multidisciplinary Journal, 2(1), 1-10, from https://www.researchgate.net/publication/297013831.
DOI: http://dx.doi.org/10.22373/ej.v10i2.15018
Refbacks
- There are currently no refbacks.
