Students’ Perceptions towards Using Google Classroom Application in EFL Classroom during the COVID-19 Pandemic at Thai – Nichi Institute of Technology
Keywords:Google Classroom, Students’ perceptions, Online learning, EFL classroom, Covid-19 pandemic
The purposes of this research were 1) to investigate the students’ perceptions towards using the Google Classroom Application in the EFL classroom at Thai – Nichi Institute of Technology (TNI) and 2) to find out the benefits of using the Google Classroom Application in the EFL classroom at TNI. The sample of one hundred was taken from first-year students taking the English Foundation Course at TNI during the first semester of the 2021 academic year. The method of sample selection was purposive sampling based on the classes assigned by the registrar office of TNI to the researcher. The research instrument used to collect the data was a questionnaire with the overall value index of item objective congruence (IOC) at the rate of 1.00. The methodology of data collection was conducted through a survey questionnaire and an interview. Frequency, percentage, and content analysis were used for data analysis. The result of this research showed a positive perception of learners towards the Google Classroom Application when learning English. Most of the interviewed participants reported that the Google Classroom Application was easy to use and that it also provided real-time feedback from the teacher because Google Classroom allowed the teacher to send announcements and start class discussions right away. Therefore, the participants had positive attitudes toward using the Google Classroom Application during the COVID-19 pandemic.
Alnujaidi, S. (2017). Social network sites effectiveness from EFL students’ viewpoints. English Language Teaching, 10(1), 39-49.
Azhar, K., A.& Iqbal, N. (2018). Effectiveness of Google Classroom: Students’ perceptions. Prizren Social Science Journal, 2(2), 52-60.
Beaumont, K. (2018). Google Classroom: An online learning environment to support blended learning. Compass: Journal of Learning and Teaching, 11(2), 118-129.
Heggart, K. R., & Yoo, J. (2018). Getting the most from Google Classroom: A pedagogical framework for tertiary educators. Australian Journal of Teacher Education, 43(3), 140-148.
Iftakhar, S. (2016). Google Classroom: What works and how? Journal of Education and Social Sciences, 3(7). 89-94.
Koc, D. K. (2016). Students’ perceptions of blog use in an undergraduate linguistics course. Journal of Language and Linguistic Studies, 12(1), 9-19. Retrieved from https://dergipark.org.tr/tr/download/article-file/440710.
Okmawati, M. (2020). The use of Google Classroom during pandemic. Journal of English Language Teaching, 9(2). 438-443.
Rozak, A., & Albantani, A. M. (2018). Desain Perkuliahan Bahasa Arab Melalui Google Classroom. Arabiyat: Jurnal Pendidikan Bahasa Arab Dan Kebahasaaraban, 5(1), 83–102. Retrieved from http://journal.uinjkt.ac.id/index.php/arabiyat/article/view/7481/pdf.
Sakkir, G. & Dollah, S. (2019). Facebook-based writing instructional material in English class: Lecturers’ perception. Scope of English Language Teaching, Literature and Linguistics, 2(2), 76-83. Retrieved from https://ejournals.umma.ac.id/index.php/seltics/article/view/372/321.
Thongsonkleeb, K. (2020). Students’ satisfaction with the activities using Google Classroom in English for proficiency test preparation class. Apheit International Journal, 9(2), 96-108. Retrieved from http://www.journals.apheit.org/jounal/Inter-vol9no2/INT07.pdf