Is it possible: Promoting students’ interaction in online learning?

Bernard Richard Nainggolan, Iko Agustina Boangmanalu

Abstract


Online learning has now globally become common and familiar due to the Covid-19 outbreak. It has forced changes in the ways of learning from face to face mode- traditionally at school, to distant learning, which is either asynchronous or synchronous learning. The use of online platforms is undeniably needed and has revolutionized the previous English teaching and learning that involved fewer technology aids. Yet, one question is now arisen on how it promotes students’ interaction in speaking activities. This research investigated how the students’ interaction was promoted in speaking activities via online platforms in the mode of online learning. The research design was based on a case study in a language center in Indonesia. Data were collected through students’ and teacher’s interviews class and class observations. The findings revealed that the activities during the zoom video-conference, the breakout-room session, could finally promote students’ interaction. The next findings were asynchronous tasks, using video calls, voice notes, etc., before and after asynchronous could be helpful to prepare the interaction during the zoom session and extend the students’ interaction after synchronous learning. The study also recommended to maximize online teaching that can promote the students’ interaction.

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