Search results

While many works have reported adopting exploratory practice (EP) principles in language teaching research, only a few studies have explored the enactment of EP in an online extensive reading of students majoring in English education. Given the relative paucity of attention to the use of EP as the practitioner research in English language teaching (ELT), the present EP investigates how students understand online extensive reading practice mediated by online group discussion and extensive reading logs, where the first author served as the online extensive reading practice instructor.

The exploratory practice focuses on incorporating research into pedagogy and fastens the importance of the quality-of-life in the classroom. The data were collected through students reading logs and semi-structured interviews. The collected data were analyzed using the thematic analysis. In this case, there were six phases including familiarizing with the data, generating initial codes, searching for the themes, reviewing the themes, defining the theme and writing up.

The findings reveal that online group work driven by EP enables everybody to engage in learning activities. EP assists the students in perceiving their potential and gaining a better awareness of the need to devote themselves to the class. In the EP activities, they work together to build a peaceful situation to advance the quality of learning in EFL classrooms.

The present study’s limitation is the small sample. Apart from that, the research results cannot be generalized to other places.

This study suggests that EP is suitable to create a mutual understanding among the learners and teachers. To conclude, English language competency can be achieved in a pleasant atmosphere through EP.

The present study succeeded in adding new literature studies related to EPs by discussing online group discussions and their challenges during the learning process. These aspects were identified through reading logs and interviews with students. Thus, it focuses on the implementation and challenges of online group discussions.

This study aims to explore the complexities faced by postgraduate students at Universitas Terbuka (UT) during their thesis writing process in a distance learning environment, focusing on their perspectives, challenges and strategies.

The research employed a mixed-methods approach with a convergent parallel design, incorporating both quantitative data from 146 online questionnaire responses and qualitative insights from semi-structured interviews with 16 students. This comprehensive methodology enabled a detailed examination of the students' experiences. The participants were from seven study programs in the Postgraduate Schools of UT.

The study identifies key themes impacting thesis writing in a distance learning context, including self-discipline, time management, access to resources, technological adaptation, feelings of isolation, motivation and supervisory interaction. The findings highlight the critical role of structured support systems, technological infrastructure and adaptive strategies such as online study groups and productivity tools in mitigating these challenges. Regular, constructive feedback from supervisors and the establishment of a supportive academic community are crucial for student success.

The research emphasizes the need for educational institutions to enhance their digital platforms and provide comprehensive training to bridge the gap in resource accessibility and technological proficiency. Further studies could expand on the specific needs of different demographic groups within the distance learning framework.

Institutions should implement targeted interventions such as time management workshops, regular mentoring sessions, and the development of interactive and collaborative online platforms to support distance learners effectively.

By addressing the unique challenges of thesis writing in distance education, this study contributes to improving academic outcomes and enhancing the overall learning experience for postgraduate students, fostering a more inclusive and supportive educational environment.

This research provides valuable insights into the specific experiences of postgraduate students at UT, offering actionable recommendations for educators and policymakers to support thesis writing in distance learning contexts.