The academic paper titled "EFL/ESL Learners' and Teachers' Perceptions on the Application of Study Skills Online" primarily focuses on understanding the attitudes of both teachers and students towards the use of study skills in online learning environments. The study was conducted within the context of the shift from traditional face-to-face classes to online classes, which became widespread due to global circumstances. The research questions sought to explore how learners apply their study skills in an online format, how teachers view these applications, and the similarities and differences between these perspectives.
The purpose of the study was to investigate the changes in study habits that both students and teachers had to adopt due to the transition to online learning. Specifically, it aimed to assess the effectiveness of study skills applied in online classes from both learners' and educators' viewpoints, as well as to compare their perceptions. The scope of the study included examining the impact of these skills on academic success in an online setting.
Methodologically, the study involved 19 teachers and 96 undergraduate students (both male and female) from EFL/ESL backgrounds. The participants were selected based on their experience with online classes over two semesters. Data were collected using questionnaires administered to both groups, with responses measured on a 5-point Likert scale. The data were then analyzed using descriptive statistics to identify trends and differences in perceptions.
The key findings indicated that both teachers and students found online study skills to be generally effective, with students particularly appreciating the flexibility and autonomy that online learning offers. However, some challenges were noted, such as students' difficulties in time management and systematic review of notes, as well as teachers' concerns about maintaining student engagement and monitoring their progress effectively in an online setting.
In conclusion, the study highlighted the importance of adapting study skills to the online learning environment and suggested that both teachers and students need to work collaboratively to enhance the effectiveness of online education. The research emphasized the need for ongoing training for both groups to better navigate the demands of online learning, ensuring that study skills are applied effectively to maximize educational outcomes. The findings underscore the significance of these skills in promoting academic success in an increasingly digital education landscape.