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"ABSTRACTLiterary texts were no longer used in foreign-language classroom settings, once the grammar-translation method was excluded through other foreign-language teaching methods. These texts recovered significance several decades later in more advanced forms through communicative-language teaching methods. There are positive and negative aspects to using authentic literary text in the second language classroom context, but many language learners find associated benefits. Among the numerous positive aspects, the most important is that literature is authentic text. The use of it helps students gain important linguistic, cultural and personal insight into the language to learn."

"Penggunaan metode pembelajaran jarak jauh dijenjang perguruan tinggi semakin meningkat terutama sebagai alternatif selama masa pandemi COVID-19. Kondisi ini mengharuskan mahasiswa memiliki kemampuan regulasi belajar secara mandiri yang baik. Penelitian terdahulu menemukan bahwa faktor individual seperti literasi digital, attitudes toward e-learning, dan task value berkorelasi positif dengan self-regulated learning. Penelitian ini bertujuan untuk menguji hubungan antara literasi digital dan self-regulated learning melalui attitudes toward e-learning dengan peran moderasi dari task value. Sebanyak 538 mahasiswa (17-25 tahun) dari 10 perguruan tinggi negeri berpartisipasi dalam penelitian ini. Literasi digital diukur menggunakan Self-Perceived Evaluations of Digital Literacy Competencies; attitudes toward e-learning diukur menggunakan E-Learning Attitudes Questionnaire; task value diukur menggunakan The Subjective Task Value (STV) Instrument; dan self-regulated learning diukur menggunakan Self-Regulated Online Learning Scale. Hasil penelitian menunjukkan bahwa task value signifikan memoderasi hubungan antara literasi digital dan self-regulated learning melalui attitudes toward e-learning. Dengan demikian, literasi digital dapat mendukung kemampuan self-regulated learning melalui attitudes toward e-learning dan diperkuat dengan adanya task value pada mahasiswa yang mengikuti pembelajaran jarak jauh.

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Distance learning methods has massively been conducted by higher education institutions as an alternative during the COVID-19 pandemic. Distance learning requires students to have good self-regulated learning skills. Previous studies have found that learner factors such as digital literacy, attitudes toward e-learning, and task value were positively correlated with self-regulated learning. This study aimed to examine the relationship between digital literacy and self-regulated learning through mediation of attitudes toward e-learning with the role of task value as a moderator. The research samples involved 538 college students (17-25 years) from 10 public universities. Digital literacy was measured using the Self-Perceived Evaluations of Digital Literacy Competencies. While attitudes toward e-learning were measured using the E-Learning Attitudes Questionnaire. This study also performed the Subjective Task Value (STV) Instrument to measure task value and the Self-Regulated Online Learning Scale to measure self-regulated learning. The results show that task value significantly strengthened the relationship between digital literacy and self-regulated learning through mediation of attitudes toward e-learning. Hence, digital literacy can support self-regulated learning through mediation of attitudes towards e-learning and is strengthened by task values ​​of college students in distance learning."

"Sejak COVID-19 menimpa Indonesia, pemerintah mengimbau seluruh siswa untukmelakukan pembelajaran jarak jauh (PJJ), yaitu sebuah kondisi dimana pengajardan peserta didik tidak berada di tempat yang sama. Perubahan sistem pembelajaran ini tentunya mempengaruhi berbagai kondisi peserta didik, termasuk bagaimana ia mempersepsikan pengalaman belajar yang dimiliki. Penelitian ini bertujuan untuk melihat apakah kesiapan belajar online dapat memprediksi persepsi mahasiswa terhadap belajar. Partisipan pada penelitian ini adalah mahasiswa yang melaksanakan PJJ selama masa pandemi (N=540). Hasil menunjukkan bahwa kesiapan belajar online mempengaruhi persepsi terhadap belajar baik secara langsung maupun tidak langsung melalui motivasi akademik. Regulasi diri dan sikap terhadap e-learning yang dimiliki mahasiswa memperkuat kaitan antaramotivasi akademik dan persepsi terhadap belajar yang dimiliki. Namun, hubungantidak langsung antara kesiapan belajar online dan persepsi terhadap belajar tidakbergantung pada regulasi diri dan sikap terhadap e-learning yang dimiliki. Hal ini menandakan bahwa siswa yang sudah siap untuk menjalani PJJ serta memiliki motivasi yang tinggi, dapat mempersepsikan pengalaman belajarnya dengan baik.

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Since COVID-19 reached Indonesia, the government notify all students to conduct

distance learning: a condition in which lecturers and students are not in the same

place. The change over this learning system certainly affects students’

psychological conditions, including how they perceive their learning experiences.

This study investigated whether online learning readiness can predict perceived

learning. Participants in this study were undergraduate students who undergo

distance learning during pandemic (N = 540). The results showed that online

learning readiness predicts perceived learning both directly and indirectly through

academic motivation. However, self-regulated learning and attitudes toward elearning

could strengthen the link between academic motivation and perceived

learning. The indirect relationship between online learning readiness and perceived

learning was not conditional on the students’ self-regulated learning and attitudes

toward e-learning. This indicates that students who are ready for online learning

and highly motivated are more likely to perceive their learning better."

"Research on Technology Enhanced Learning (TEL) investigates how information and communication technologies can be designed in order to support pedagogical activities. The workshop proceedings collects contributions concerning evidence based TEL systems, like their design following EBD principles as well as studies or best practices that educators, education stakeholders or psychologists used to diagnose or improve their students' learning skills, including students with specific difficulties.The international ebTEL?12 workshop wants to be a forum in which TEL researchers and practitioners alike can discuss ideas, projects, and lessons related to ebTEL. The workshop takes place in Salamanca, Spain, on March 28th-30th 2012."

"Learning Technology for Education in Cloud investigates how cloud computing can be used to design applications to support real time on demand learning using technologies. The workshop proceedings provide opportunities for delegates to discuss the latest research in TEL (Technology Enhanced Learning) and its impacts for learners and institutions, using cloud. "