PEDAGOGICAL ACTIONS, TECHNOLOGICAL DIMENSIONS, AND STUDENTS’ PERCEPTIONS IN ONLINE EFL LEARNING: A QUALITATIVE STUDY

Zakky Yavani; Evi Nurajizah; Amorh Umaemah

doi:10.24235/eltecho.v8i2.25718

PEDAGOGICAL ACTIONS, TECHNOLOGICAL DIMENSIONS, AND STUDENTS’ PERCEPTIONS IN ONLINE EFL LEARNING: A QUALITATIVE STUDY

Zakky Yavani^(1*), Evi Nurajizah⁽²⁾, Amorh Umaemah⁽³⁾,

(1) (SINTA ID: 6644808), IAIN Syekh Nurjati Cirebon
(2) Universitas Islam Negeri Siber Syekh Nurjati Cirebon
(3) Universitas Islam Negeri Siber Syekh Nurjati Cirebon
(*) Corresponding Author

Abstract

Students' perception English as a foreign language (EFL) instruction in Indonesia increasingly depends on technology-mediated platforms such as Google Classroom, yet little is known about how a teacher's pedagogical action and technological performance actually operate within such platforms, and how students perceive the resulting learning experience. This study examines (1) the pedagogical actions and technological dimensions that characterize a teacher's online EFL teaching practices, and (2) students' perceptions of online EFL learning through Google Classroom and Google Meet. A descriptive qualitative design was used, involving ten eleventh-grade students of SMAN 8 Cirebon City who took part in Google Classroom-based English lessons. Data were collected through observation of the teacher's Google Classroom activity and semi-structured interviews with the students, then analyzed through data reduction, data display, and conclusion drawing. The findings show that the teacher enacted four of five categories of pedagogical action proposed by Laurillard (2012) as cited in Hinkelman (2018): narrative, productive, communicative, and interactive most frequently through communicative and narrative action such as video-based explanation, poem-writing assignments, and Google Meet speaking sessions, while adaptive action appeared only through a single song-recording task. These actions were carried out through six technological dimensions, namely action, grouping, timing, space, text, and tools, dominated by large-group, asynchronous, home-based learning mediated chiefly by video and audio-video text through Google Classroom and Google Meet. Regarding perception, students generally accepted the platforms and found them useful, motivating, and interesting for developing their English skills, although several responses were neutral or negative, mainly linked to limited internet access, data quotas, and reduced opportunities for face-to-face social interaction. The study concludes that pedagogical action and technological performance are closely interdependent in shaping online EFL learning, that a wider variety of pedagogical action would strengthen the quality of instruction, and that adequate internet infrastructure remains decisive for sustaining students' motivation and comprehension.

Keywords

English online learning Pedagogical action Performance of technologies Students' perception

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DOI: 10.24235/eltecho.v8i2.25718