Proceedings of the 2nd International Conference on Social Science, Humanity and Public Health (ICOSHIP 2021)

Exploring Students’ Views on the Combination of Synchronous and Asynchronous Electronic Language Learning in an Interpreting Class

Authors
Nodistya Septian Indrastana1, *, Renata Kenanga Rinda2, Suyik Binarkaheni3
1, 2, 3Department of Language, Communication, and Tourism, Politeknik Negeri Jember, Indonesia
*Corresponding author. Email: nodistya.septian@polije.ac.id
Corresponding Author
Nodistya Septian Indrastana
Available Online 17 February 2022.
DOI
https://doi.org/10.2991/assehr.k.220207.032How to use a DOI?
Keywords
synchronous language learning; asynchronous language learning; combination; Interpreting class; students’ views
Abstract

During the Covid-19 pandemic, teaching and learning activities in all programs, including English Language Teaching (ELT), have experienced a significant transformation. Face-to-face or onsite activities of ELT in all levels, especially higher education are shifted into online activities in which synchronous and asynchronous electronic language learning activities are involved. This phenomenon leads to the emergence of various research conducted to explore the synchronous and asynchronous online teaching and learning activities in the pandemic era. However, the use of synchronous and asynchronous activities in Interpreting courses has received little attention. As a result, the purpose of this research is to characterize how students perceive the combination of synchronous and asynchronous activities in an Interpreting course. To reach the aim, a case study that employs a questionnaire and an open-ended interview is conducted in English Study Program Politeknik Negeri Jember. The participants were the sixth-semester students of the English Study Program, Language Department, Politeknik Negeri Jember who were taking an Interpreting Course in the Academic Year 2020/2021. The results indicate that the students have positive views toward the combination of synchronous and asynchronous activities in the Interpreting course and that the combination of synchronous and asynchronous activities in the Interpreting course’s remote learning seem to help students to increase their confidence in doing English interpreting. Thus, the results of this study shows that synchronous and asynchronous online activities cannot be set apart since they complement one another. Teachers should precisely design their teaching instructions and set the suitable online modes, either synchronous or asynchronous, based on the learning objectives and the students’ level.

Copyright
© 2022 The Authors. Published by Atlantis Press SARL.
Open Access
This is an open access article under the CC BY-NC license.

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Volume Title
Proceedings of the 2nd International Conference on Social Science, Humanity and Public Health (ICOSHIP 2021)
Series
Advances in Social Science, Education and Humanities Research
Publication Date
17 February 2022
ISBN
978-94-6239-539-8
ISSN
2352-5398
DOI
https://doi.org/10.2991/assehr.k.220207.032How to use a DOI?
Copyright
© 2022 The Authors. Published by Atlantis Press SARL.
Open Access
This is an open access article under the CC BY-NC license.

Cite this article

TY  - CONF
AU  - Nodistya Septian Indrastana
AU  - Renata Kenanga Rinda
AU  - Suyik Binarkaheni
PY  - 2022
DA  - 2022/02/17
TI  - Exploring Students’ Views on the Combination of Synchronous and Asynchronous Electronic Language Learning in an Interpreting Class
BT  - Proceedings of the 2nd International Conference on Social Science, Humanity and Public Health (ICOSHIP 2021)
PB  - Atlantis Press
SP  - 197
EP  - 202
SN  - 2352-5398
UR  - https://doi.org/10.2991/assehr.k.220207.032
DO  - https://doi.org/10.2991/assehr.k.220207.032
ID  - Indrastana2022
ER  -