Validity and Practicality of Web-Based Self-Study Learning Platform to Improve Students’ English Proficiency
Main Article Content
Abstract
This article examines the validity and practicality of the web-based self study learning platform for English proficiency developed by the English Department of Universitas Negeri Padang. It explores the conversion of the platform into selected online booklets and the requirement for students to respond to exercise questions, receiving automated feedback within a short period to improve their English skills. A descriptive quantitative research design was employed to conduct this study, which involved administering questionnaires to 18 content and technical professionals and 177 students to assess the feasibility and value of the proposed platform. The results of the study indicate that the identified platform is a highly valid platform, not only from the perspective of content, pedagogy, and self-study, but also from the technical perspective. In addition, it is very practical in terms of usability, accessibility, adaptability, feedback, and cost. The current study demonstrates that the module can help university students engage in independent learning and enhance their English language skills when easily accessible, comprehensive, and versatile tools are utilised. These results ultimately demonstrate that the web-based learning platform can be effectively applied to self-regulating learning and cognitive development of the necessary language skills. Future research would need to explore the effects of performance and flexibility on university students in other areas more deeply. At the same time, the study reveals the direction of future development of the web-based learning environment as a means of intensifying possibilities for implementing conventional learning methods within an educational organisation.
Article Details
This work is licensed under a Creative Commons Attribution 4.0 International License.
References
Abuhassna, H., Ameen, S., & Al-Smadi, M. (2020). The impact of e-learning on students' satisfaction and academic performance in higher education. Education and Information Technologies, 25(5), 3671–3686. https://doi.org/10.1007/s10639-020-10489-7
Adytia, M. (2020). The importance of English proficiency. Sepuluh Nopember Institute of Technology.
Ahmad, F. K. (2015). Use of assistive technology in inclusive education: Making room for diverse learning needs. Transcience, 6(2), 62–77.
Alamri, H. A., Watson, S., & Watson, W. (2021). Learning technology models that support personalization within blended learning environments in Higher Education. TechTrends, 65(1), 62–78. https://doi.org/10.1007/s11528-020-00530-3
Arabia, C. A. R., & Villalobos, G. M. B. (2022). Virtual platforms for the development of the learning and teaching process [Doctoral dissertation, Universidad de El Salvador]. Repositorio Institucional de la Universidad de El Salvador. https://repositorio.ues.edu.sv/items/497a2e0c-f2fe-4b72-b584-76748e81154a
Assareh, A., & Bidokht, M. H. (2011). Barriers to e-teaching and e-learning. Procedia Computer Science, 3, 791–795. https://doi.org/10.1016/j.procs.2010.12.129
Azhari, T., & Ming, C. (2023). Ensuring data privacy and security in online learning platforms: Best practices and emerging challenges. International Journal of Educational Technology in Higher Education, 20(1), 17–30. https://doi.org/10.1186/s41239-023-00350-4
Bachman, L. F., & Palmer, A. S. (1996). Language testing in practice: Designing and developing useful language tests. Oxford University Press.
Barnard-Brak, L., Paton, V. O., & Lan, W. Y. (2010). Profiles in self-regulated learning in the online learning environment. International Review of Research in Open and Distance Learning, 11(1), 61–80. https://doi.org/10.19173/irrodl.v11i1.769
Bartholomew, S. (2016). A mixed-method study of mobile devices and student self-directed learning and achievement during a middle school STEM activity [Doctoral dissertation, Utah State University]. All Graduate Theses and Dissertations. https://digitalcommons.usu.edu/etd/4748
Bennet, A. (2006). Hierarchy as a learning platform. VINE Journal of Information and Knowledge Management Systems, 36(3), 255–260. https://doi.org/10.1108/03055720610703515
Besser, A., Flett, G. L., & Zeigler-Hill, V. (2022). Adaptability to a sudden transition to online learning during the COVID-19 pandemic: Understanding the challenges for students. Scholarship of Teaching and Learning in Psychology, 8(2), 85–105. https://doi.org/10.1037/stl0000198
Bolhuis, S. (1996, April). Towards active and self-directed learning: Preparing for lifelong learning, with reference to Dutch secondary education (ED396141). Paper presented at the Annual Meeting of the American Educational Research Association, New York, NY. ERIC. https://files.eric.ed.gov/fulltext/ED396141.pdf
Bonk, C. J., & Graham, C. R. (2012). The handbook of blended learning: Global perspectives, local designs. Wiley/ORM.
Brown, H. D. (2004). Language assessment: Principle and classroom practices. Longman.
Casacchia, M., Cifone, M. G., Giusti, L., Fabiani, L., Gatto, R., Lancia, L., Cinque, B., Petrucci, C., Giannoni, M., Ippoliti, R., Frattaroli, A. R., Macchiarelli, G., & Roncone, R. (2021). Distance education during COVID-19: An Italian survey on the university teachers’ perspectives and their emotional conditions.BMC Medical Education, 21(1), 335. https://doi.org/10.1186/s12909-021-02780-y
Chatterjee, I., & Chakraborty, P. (2021). Use of information communication technology by medical educators amid COVID-19 pandemic and beyond. Journal of Educational Technology Systems, 49(3), 310–324. https://doi.org/10.1177/0047239520966996
Chen, K.-Z., & Li, S.-C. (2021). Sequential, typological, and academic dynamics of self-regulated learners: Learning analytics of an undergraduate chemistry online course. Computers and Education. Artificial Intelligence, 2, 100024. https://doi.org/10.1016/j.caeai.2021.100024
Clarke, D. F. (1989). Communicative theory and its influence on materials production. Language Teaching, 22(2), 73–86. https://doi.org/10.1017/s0261444800014592
Cook, D. A. (2007). Web-based learning: Pros, cons, and controversies. Clinical Medicine, Journal of the Royal College of Physicians of London, 7(1), 37–42. https://doi.org/10.7861/clinmedicine.7-1-37
Cook, T. D., & Campbell, D. T. (1979). Quasi-experimentation: Design & analysis issues for field settings (Vol. 351). Houghton Mifflin.
de la Fuente, J., Zapata, L., Martínez-Vicente, J. M., Sander, P., & Putwain, D. (2015). Personal self-regulation, self-regulated learning and coping strategies, in university context with stress. In A. Peña-Ayala (Ed.), Metacognition: Fundaments, applications, and trends: A profile of the current state-of-the-art (pp. 223–255). Springer.
Emanuel, E. J. (2020). The inevitable reimagining of medical education. JAMA, 323(12), 1127–1128. https://doi.org/10.1001/jama.2020.1227
Firmansyah, R., Putri, D. M., Wicaksono, M. G. S., Putri, S. F., Widianto, A. A., & Palil, M. R. (2021). Educational transformation: An evaluation of online learning due to COVID-19. International Journal of Emerging Technologies in Learning (iJET), 16(7), 61–76. https://doi.org/10.3991/ijet.v16i07.21201
Garrison, D. R. (1997). Self-directed learning: Toward a comprehensive model. Adult Education Quarterly, 48(1), 18–33. https://doi.org/10.1177/074171369704800103
Gay, L. R., Mills, G. E., & Arasian, P. W. (2012). Educational research: Competencies for analysis and application (10th ed.). Pearson.
Graham, C. R. (2006). Blended learning systems: Definition, current trends, and future directions. In C. J. Bonk, & C. R. Graham (Eds.), Handbook of blended learning: Global perspectives, local designs (pp. 3–21). Pfeiffer Publishing.
Guthrie, J. T., Alao, S., & Rinehart, J. M. (1997). Literacy issues in focus: Engagement in reading for young adolescents. Journal of Adolescent & Adult Literacy, 40(6), 438–446. http://www.jstor.org/stable/40015517
Hia, N. V. (2021). The implementation of independent learning by English teachers at SMP Swasta IT Siti Hajar [Undergraduate thesis, Universitas Negeri Medan]. Unimed Repository. https://digilib.unimed.ac.id/id/eprint/47544
Karataş, K., & Arpacı, İ. (2021). The role of self-directed learning, metacognition, and 21st century skills predicting the readiness for online learning. Contemporary Educational Technology, 13(3), ep300. https://doi.org/10.30935/cedtech/10786
Lin, X., Sun, Q., & Zhang, X. (2022, June). Integrating video timeline-anchored comments in asynchronous online video-based presentation lectures: Using Canvas Studio as an example. In D. Guralnick, M. E. Auer, & A. Poce (Eds.), Innovative approaches to technology-enhanced learning for the workplace and higher education. TLIC 2022. Lecture Notes in Networks and Systems (vol. 581, pp. 522–531). Springer, Cham. https://doi.org/10.1007/978-3-031-21569-8_49
Mathieson, K. (2022). The role of self-directed learning in the digital age. Journal of Educational Technology Systems, 51(1), 88–102. https://doi.org/10.1177/00472395221100418
Mayer, R. E. (2021). Multimedia learning (3rd ed.). Cambridge University Press.
McHaney, R. (2023). The new digital shoreline: How Web 2.0 and millennials are revolutionizing higher education. Taylor & Francis.
McKimm, J., Jollie, C., & Cantillon, P. (2003). Web-based learning. BMJ, 326(7394), 870–873. https://doi.org/10.1136/bmj.326.7394.870
Meyer, B., Naomi, N., Sachdev, D., & Faraday, S. (2008). What is independent learning and what are the benefits for students? Centre for the Use of Research & Evidence in Education (CUREE). http://www.curee.co.uk/files/publication/%5Bsite-timestamp%5D/Whatisindependentlearningandwhatarethebenefits.pdf
Miller, M. (2008). Cloud computing: Web-based applications that change the way you work and collaborate online. QUE Publishing.
Morrow, L. M., Sharkey, E., & Firestone, W. A. (1993). Promoting independent reading and writing through self-directed literacy activities in a collaborative setting (Reading Research Report No. 2) [ERIC Document ED356455]. ERIC. https://files.eric.ed.gov/fulltext/ED356455.pdf
O’Shea, E. (2003). Self‐directed learning in nurse education: A review of the literature. Journal of Advanced Nursing, 43(1), 62–70. https://doi.org/10.1046/j.1365-2648.2003.02673.x
Ogunleye, A., Owolabi, T., & Adeyemo, S. (2013a). The design and development of a web-based e-learning platform for the understanding and acquisition of various entrepreneurial skills in SMEs and industry. US-China Education Review A, 3(4), 239–251.
Ogunleye, O. S., Owoyele, J. W., & Oke, O. A. (2013b). Perception of students on the use of multimedia applications for learning. International Journal of Education and Development Using Information and Communication Technology, 9(1), 48–56.
Ovilia, R., Ramadhani, S., & Fitrawati. (2023). EFL students’ readiness for independent learning observed from their self-regulation in post COVID-19 outbreak. AJELP: Asian Journal of English Language and Pedagogy, 11(2), 12–22. https://doi.org/10.37134/ajelp.vol11.2.2.2023
Palloff, R. M., & Pratt, K. (2007). Building online learning communities: Effective strategies for the virtual classroom (2nd ed.). Jossey-Bass.
Peterson, S. M., Aljadeff-Abergel, E., Eldridge, R. R., VanderWeele, N. J., & Acker, N. S. (2021). Conceptualizing self-determination from a behavioral perspective: The role of choice, self-control, and self-management. Journal of Behavioral Education, 30(2), 299–318. https://doi.org/10.1007/s10864-020-09368-4
Pokhrel, S., & Chhetri, R. (2021). A literature review on impact of COVID-19 pandemic on teaching and learning. Higher Education for the Future, 8(1), 133–141. https://doi.org/10.1177/2347631120983481
Rao, V. C. S. (2016). A brief study of English language proficiency: Employability. English for Specific Purposes World, 49(17), 1–8.
Reimers, F., Schleicher, A., Saavedra, J., & Tuominen, S. (2020). Supporting the continuation of teaching and learning during the COVID-19 pandemic. Paris: Organisation for Economic Co-Operation and Development. https://www.oecd.org/education/Supporting-the-continuation-of-teaching-and-learning-during-the-COVID-19-pandemic.pdf
Renandya, W. A., Hamied, F. A., & Joko, N. (2018). English Language proficiency in Indonesia: Issues and prospects. The Journal of Asia TEFL, 15(3), 618–629. https://doi.org/10.18823/asiatefl.2018.15.3.4.618
Richards, J. C. (2006). Communicative language teaching today. Cambridge University Press.
Russell, D., & Warner, R. (2017). Motivational intermediaries of self-regulation among university students. Journal of Applied Research in Higher Education, 9(3), 448–464. https://doi.org/10.1108/JARHE-08-2015-0062
Salmon, G. (2021). Learning and collaboration in the online environment: Building self-directed learners in the digital era. Distance Education, 42(3), 365–380. https://doi.org/10.1080/01587919.2021.1934711
Sarıca, G. N., & Çavuş, N. (2008). Web-based English language learning [Paper presentation]. 8th International Educational Technology Conference, Anadolu University, Eskişehir, Turkey. https://files.eric.ed.gov/fulltext/ED503540.pdf
Scanlon, E., McAndrew, P., & O'Shea, T. (2015). Designing for educational technology to enhance the experience of learners in distance education: How open educational resources, learning design and MOOCs are influencing learning. Journal of Interactive Media in Education, 2015(1), Article 6. https://doi.org/10.5334/jime.al
Schunk, D. H., & Zimmerman, B. J. (2013). Self-regulation and learning. In W. M. Reynolds, G. E. Miller, & I. B. Weiner (Eds.), Handbook of psychology: Educational psychology (2nd ed., pp. 45–68). John Wiley & Sons, Inc.
Seufert, S., Lechner, U., & Stanovska, K. (2002). A reference model for online learning communities. International Journal on E-Learning, 1(1), 43–55.
Simon, E. (2015, April 28). Teaching with web-based resources. Edutopia. https://www.edutopia.org/blog/teaching-with-web-based-resources-edwige-simon
Soriano-Alcantara, J. M., Guillén-Gámez, F. D., & Ruiz-Palmero, J. (2025). Exploring digital competencies: Validation and reliability of an instrument for the educational community and for all educational stages. Technology, Knowledge and Learning, 30, 307–326. https://doi.org/10.1007/s10758-024-09741-6
Sutiah, S., Slamet, S., Shafqat, A., & Supriyono, S. (2020). Implementation of distance learning during the COVID-19 pandemic in Faculty of Education and Teacher Training. Cypriot Journal of Educational Science, 15(1), 1204–1214. https://doi.org/10.18844/cjes.v15i5.5151
Taylor, B. (1995). Self-directed learning: Revisiting an idea most appropriate for middle school students [ERIC Document ED395287]. ERIC. http://files.eric.ed.gov/fulltext/ED395287.pdf
Tekkol, İ. A., & Demirel, M. (2018). An investigation of self-directed learning skills of undergraduate students. Frontiers in Psychology, 9, 410879. https://doi.org/10.3389/fpsyg.2018.02324
Tidwell, J. (2005). Designing interfaces: Patterns for effective interaction design. O'Reilly Media, Inc.
Tosheva, E. (2016). Web-based e-learning platforms. International Journal on E-Learning, 1(1), 43–55.
van den Akker, J. (1999). Principles and methods of development research. In J. van den Akker, R. M. Branch, K. Gustafson, N. Nieveen, & T. Plomp (Eds.), Design approaches and tools in education and training (pp. 1–14). Springer. https://doi.org/10.1007/978-94-011-4255-7_1
van der Akker, J., Bannan, B., Kelly, A. E., Nieven, N., & Plomp, T. (2010). An introduction to educational design research. SLO – Netherlands Institute for Curriculum Development. https://ris.utwente.nl/ws/portalfiles/portal/14472302/Introduction_20to_20education_20design_20research.pdf
Zhao, H., & Chen, L. (2016). How can self-regulated learning be supported in E-learning 2.0 environment: A comparative study. Journal of Educational Technology Development and Exchange (JETDE), 9(2), 1–20. https://doi.org/10.18785/jetde.0902.01
Zhu, M., Bonk, C. J., & Doo, M. Y. (2020). Self-directed learning in MOOCs: Exploring the relationships among motivation, self-monitoring, and self-management. Educational Technology Research and Development, 68, 2073–2093. https://doi.org/10.1007/s11423-020-09747-8
Zimmerman, B. J. (2002). Becoming a self-regulated learner: An overview. Theory Into Practice, 41(2), 64–70. https://doi.org/10.1207/s15430421tip4102_2