Efl adult learners’ perceptions of interaction and their attitudes towards learning english online at tesse io

MINISTRY OF EDUCATION AND TRAINING
HO CHI MINH CITY UNIVERSITY OF TECHNOLOGY
---------------------------

NGUYỄN THỊ MINH HIẾU

EFL ADULT LEARNERS’ PERCEPTIONS
OF INTERACTION AND THEIR ATTITUDES
TOWARDS LEARNING ENGLISH ONLINE
AT TESSE.IO

Major: English Language
Student’s code: 1841900040

HO CHI MINH CITY, SEPTEMBER 2020


MINISTRY OF EDUCATION AND TRAINING
HO CHI MINH CITY UNIVERSITY OF TECHNOLOGY
-----------------------------

EFL ADULT LEARNERS’ PERCEPTIONS OF
INTERACTION AND THEIR ATTITUDES
TOWARDS LEARNING ENGLISH ONLINE
AT TESSE.IO
Submitted to the
Faculty of English Language
in partial fulfilment of the Master’s degree in English Language

Course code: 8220201
By

NGUYỄN THỊ MINH HIẾU
Supervised by
TRUONG CONG BANG, PH.D.

HO CHI MINH CITY, SEPTEMBER 2020


The thesis entitled EFL Adult Learners’ Perceptions of Interaction and
Their Attitudes Towards Learning English Online at Tesse.io was successfully
defended and approved on ……………………………. at Ho Chi Minh City
University of Technology (HUTECH).

Academic supervisor: Dr Truong Cong Bang

Examination Committee
1

…………………………………………………………… Chair

2

…………………………………………………………… Reader 1

3

…………………………………………………………… Reader 2

4

…………………………………………………………… Member

5

…………………………………………………………… Secretary Member

On behalf of the Examination Committee
Chair
(Full name, tile, signature)


HCMC UNIVERSITY OF TECHNOLOGY
POSTGRADUATE INSTITUTE
HCMC, …………….2020
MASTER’S THESIS REPORT

Student name: NGUYỄN THỊ MINH HIẾU Sex: Female
Date of birth: September 20th, 1992

Place of birth: Tay Son – Binh Dinh

Major: English Language

Student code: 1841900040

I.

Thesis title

EFL Adult Learners’ Perceptions of Interaction and Their Attitudes Towards
Learning English Online at Tesse.io

II.

Objectives and contents
The primary focus of the current study is to investigate and explore learners’

perceptions of interaction and their attitudes towards learning English online at
website Tesse.io. The researcher hopes to highlight areas that need adjustment to
benefit learners’ achievement, teachers’ teaching achievement, and administrators’
improvement of online courses.
The research was conducted in six months at Tesse.io in Ho Chi Minh City,
Vietnam. This study involved the participation of 96 adult learners in different online
English classes. It should be noted that the researcher has worked as a teacher of
English in these classes. Quantitative and qualitative methods were employed. The
data was gathered using online questionnaires and online interviews. The results were
analysed in terms of means scores and standard deviations using SPSS version 20 and
thematic analysis. This study was based on the online learning theory of Anderson
(2011) and the ABC model of attitudes of Ellis (1956).


The findings revealed that students had a positive perception of interaction with
teachers, other learners, and course content. They valued the guidance and
encouragement of teachers in online English classes. Learning online offered students
opportunities to communicate in small groups and the entire class. They could
exchange resources such as links or documents with other learners. Besides, the
findings indicated that course content fit the students’ expectations. Students could
easily interact with the course content and learning materials by variety of tools. In
general, students valued the student-teacher interaction as an important factor.
In terms of attitudes towards learning English online, students expressed
positive feeling. They were interested in learning online due to the comfort of using
smart devices, time convenience, and benefit from feedbacks of teachers. Students

positively reported that they frequently attended online classes. They actively joined
the extra free English classes besides the paid class that they enrolled in. Besides,
students’ attitudes towards learning English online have changed. In general, most of
the participants posited that they have improved performance when learning English
online. Finally, with positive attitudes, most students looked forwards to studying
English online more in the future.
Based on the findings of the study, recommendations for the stakeholders
(students, teachers, administrators and web developers at Tesse) are included. It is
expected that the study will shed light on the existing knowledge relating to the field
of study.
Starting date: March 30th, 2020
Completing date: September 20th, 2020
Academic supervisor: Dr Truong Cong Bang

ACADEMIC SUPERVISOR

FACUTY DEAN

(Full name, signature)

(Full name, signature)


CERTIFICATE OF ORIGINALITY
I certify my authorship of the Master’s Thesis submitted today entitled:
EFL ADULT LEARNERS’ PERCEPTIONS OF INTERACTION AND THEIR
ATTITUDES TOWARDS LEARNING ENGLISH ONLINE AT TESSE.IO
In terms of the statement of the requirements for Thesis in Master’s programs issued
by the Higher Degree Committee of English Language, Ho Chi Minh City University
of Technology.

Ho Chi Minh City, October 2020

NGUYEN THI MINH HIEU

i


RETENTION AND USE OF THE THESIS
I hereby state that I, NGUYEN THI MINH HIEU, being a candidate for the degree
of Master of Arts (English Language) accept the requirements of the University
relating to the retention and use of Master’s Theses deposited in the Library.
In terms of these conditions, I agree that the origin of my Master’s Thesis deposited
in the Library should be accessible for purposes of study and research, in accordance
with the normal conditions established by the Librarians for the care, loam, and
reproduction for theses.
Ho Chi Minh City, September 2020

NGUYEN THI MINH HIEU

ii


ACKNOWLEDGEMENTS
I would first like to express my deepest gratitude to Dr. Truong Cong Bang,
my supervisor, of his patience, guidance, insightful advice, and constant
encouragement throughout the whole research process. Under any circumstances, he
always gives me his warm support and dedication. He has been a wonderful mentor
and I feel grateful for having such a wonderful teacher. Without his support and
guidance, this thesis would never have been completed.
Second, I would also like to show my profound gratitude to all the lecturers of

the Institute for Postgraduate and the Department of English Language in HUTECH
for their tirelessly devoting time and efforts to enrich, broaden and deepen my
knowledge over the past two years.
Third, I would like to send my gratefulness to some of the enthusiastic teachers
and learners from Tesse.io who helped me to provide and collect valuable data for
the questionnaire and interview. My work could not be done without the participation
of teachers and learners at this online learning website. In addition, I would like to
thank the board of directors, the academic staff, and the management board for
allowing me to conduct this study.

iii


ABSTRACT
Online learning alternatives are growing rapidly in Vietnam. Recently many
education institutions have offered online English courses. It is

increasingly

recognized in education research to find out what learners think about online learning
and what makes them successful in an online learning environment. Educators should
better understand learners’ perceptions of interaction and their attitudes towards
learning English online. This research examines the students’ perceptions of
interaction and attitudes towards learning online to provide information that may
assist education institutes and teachers in meeting students’ needs and improving
students’ performance. This study was conducted at Tesse.io – an online learning and
teaching website in Ho Chi Minh City, Vietnam. It was based on the theory of online
learning of Anderson (2011) and the ABC model of attitudes of Ellis (1956). A
mixed-methods design employing online questionnaires and interviews was carried
out with convenience sampling of 96 adult students at pre-intermediate and

intermediate levels of English. SPSS and thematic analyses were performed to
analyze quantitative and qualitative data. Results were consistent with student survey
responses and indicated that students perceive learning English online positively.
Besides, their attitudes towards learning English online were positive in terms of
feeling, behavior, and knowledge. The study proves that several issues need to be
highlighted in order to ensure the effectiveness of learning English online.
Suggestions for learners, teachers, administrators, and web developers on how to
improve learning and teaching English online are presented in the study. The study
contributes to the existing literature of the research field and provides some insights
into teaching and learning English online. It is expected the study would contribute
to the existing knowledge relevant to the field of study, providing a reference for
learners, teachers, and researchers who desire to study learning and teaching English
online.
Keywords: Perception, interaction, attitude, online learning.

iv


TABLE OF CONTENTS
Certificate of originality ........................................................................................ i
Retention and use of the thesis ............................................................................... ii
Acknowledgements ................................................................................................ iii
Abstract .................................................................................................................. iv
Table of contents .................................................................................................... v
List of abbreviations ............................................................................................... viii
List of tables ............................................................................................................. ix
List of figures .......................................................................................................... x

CHAPTER 1. INTRODUCTION ..........................................................................1
1.1. Background to the study .....................................................................................1

1.2. Statement of the problems ..................................................................................2
1.3. Aims and objectives of the study ........................................................................4
1.4. Research questions ..............................................................................................4
1.5. Scope of the study ...............................................................................................5
1.6. Significance of the study.....................................................................................5
1.7. Definition of key terms .......................................................................................6
1.8. Organization of the thesis ...................................................................................6
CHAPTER 2. LITERATURE REVIEW .............................................................8
2.1. Online education .................................................................................................8
2.1.1.Advantages of online education .......................................................................8
2.1.2.Disadvantages of online education ..................................................................8
2.1.3. Perception of learners.....................................................................................9
2.2. Online language learning ..................................................................................10
2.3. Adult learners ....................................................................................................11
2.4. Terry Anderson’s theory of online learning .....................................................12
2.5. Role of interaction in online learning ...............................................................15
2.5.1.Student-teacher interaction ............................................................................16
2.5.2.Student-student interaction ............................................................................16
2.5.3.Student-content interaction ............................................................................16
v


2.6. Attitude of learners ...........................................................................................18
2.6.1.Definition and importance of attitudes ..........................................................18
2.6.2.Importance of attitude towards language learning .......................................18
2.6.3.Components of Language Attitude .................................................................19
2.7. Review of previous studies ...............................................................................21
2.8. Conceptual framework ......................................................................................25
2.9. Summary ...........................................................................................................25
CHAPTER 3. METHODOLOGY.......................................................................27

3.1. Research design ................................................................................................27
3.2. Research site .....................................................................................................28
3.3. Sample and sampling procedures .....................................................................29
3.4. Research instruments ........................................................................................31
3.4.1.Questionnaire .................................................................................................31
3.4.2.Interviews .......................................................................................................33
3.5. Data collection procedures................................................................................33
3.6. Data analysis procedures ..................................................................................34
3.7. Reliability and Validity .....................................................................................36
3.7.1.Reliability .......................................................................................................36
3.7.2.Validity ...........................................................................................................37
3.8. Ethical issues .....................................................................................................37
3.9. Summary ...........................................................................................................38
CHAPTER 4. RESULTS AND DISCUSSIONS ................................................39
4.1. Introduction .......................................................................................................39
4.2. Result ................................................................................................................39
4.2.1.Students’ perceptions of interaction of learning English online at Tesse.io. 39
4.2.1.1.

Students’ perception of their interaction with teachers .................40

4.2.1.2.

Students’ perception of interaction with other learners ................43

4.2.1.3.

Students’ perception of interaction with course content ...............46

4.2.2.Students’ attitudes towards learning English online ......................................48

4.2.2.1.

Students’ affective aspect of attitudes ............................................49

4.2.2.2.

Students’ behavioral aspect of attitudes ........................................51

4.2.2.3.

Students’ cognitive aspect of attitudes ...........................................53

vi


4.2.3.Summary of the results ..................................................................................56
4.3. Discussions ......................................................................................................58
4.4. Summary..........................................................................................................60
CHAPTER 5. CONCLUSION.............................................................................61
5.1. Summary of the main findings of the thesis .....................................................61
5.2. Implications of the research ..............................................................................62
5.2.1Implications for learners ..........................................................................62
5.2.2Implications for teachers ..........................................................................63
5.2.3Implications for administrators and web developers ...............................64
5.3. Limitation of the research .................................................................................64
5.4. Recommendations for further research .............................................................65
REFERENCES ........................................................................................................67
APPENDIX A. INVITATION LETTER TO PARTICIPATE IN ONLINE
SURVEY AND INTERVIEW OF RESEARCH………………………………...80
APPENDIX B. RESEARCH QUESTIONNAIRES…………………………….82

APPENDIX C. INTERVIEW QUESTIONS........………………………........….91
APPENDIX D. SUMMARY OF THE INTERVIEW…………………………..95
APPENDIX E. PLAGIARISM REPORT……………………………………..115

vii


LIST OF ABBREVIATIONS
Tesse: Tesse.io
ELS: Electronic Learning System
EFL: English as Foreign Language

viii


LIST OF TABLES
Table 4.1 Descriptive statistics of students’ perception of their interaction in learning
English online…...………………………………………………………………….40
Table 4.2. Descriptive Statistics of respondents for each statement of interaction with
teachers……………………………………………………………………………..40
Table 4.3. Descriptive Statistics of respondents for each statements of their
interaction with other learners in online English classes. .........................................43
Table 4.4. Descriptive Statistics of respondents for each statements of their
interaction with course content .................................................................................46
Table 4.5. Descriptive Statistics of students’ attitudes towards learning English online
...................................................................................................................................49
Table 4.6. Descriptive Statistics of respondents for each statements of Affective
Aspect of Attitudes ....................................................................................................49
Table 4.7. Descriptive Statistics of respondents for each statements of Beharioral
Aspect of Attitudes ....................................................................................................51

Table 4.8. Descriptive Statistics of respondents for each statements of Cognitive
Aspect of Attitudes ....................................................................................................53
Table 4.9. Descriptive Statistics of Learners’ perception of interaction and their
attitudes towards learning English online .................................................................57

ix


LIST OF FIGURES
Figure 1. Anderson’s model of interaction of online learning ..................................14
Figure 2. ABC model of attitudes .............................................................................20
Figure 3. Conceptual framework of EFL adult learners’ perceptions of interaction and
their attitudes towards learning English online at Tesse.io ......................................26
Figure 4. Online English classes at Tesse .................................................................29

x


CHAPTER 1. INTRODUCTION
1.1. Background to the study
Technology development since the 1990s has led to an increment in its usage in
education and changed the way of learning and teaching. Recent development has
heightened the growth of online learning. Online learning becomes a common
alternative for adult learners since the learners unable to attend face-to-face classes
regularly (Means, Bakia, & Murphy, 2014). While a limited number of secondary
schools offer online courses, online programs are developing at a wide range in colleges
and universities (Allen & Seaman, 2017). According to Rovai, Wighting, and Lui
(2005), there is almost no significant difference in students’ performance between online
and face-to-face course formats.
Online learning is increasingly recognized in education research to find out

appropriate answers for questions: What do learners think about online learning? What
makes learners successful in an online learning environment? For those questions,
Motargy and Boghikian (2010) argue that the answers depend on learners’ perceptions
of interaction with instructors, other learners, course content, and their attitudes towards
learning English online. Learners’ perceptions of interaction and attitudes have caught
the attention of researchers, educational institutions, and instructors. Richards and
Rogers (2001) mention that teachers should attempt to determine learners’ perceptions
of interaction in a learning environment and students’ attitudes by discussing directly
with them. In online learning, learners’ perceptions of interaction and learning attitudes
are the primary concern.
The current study explores adult learners’ perceptions of interaction and their
attitudes towards learning English online at Tesse.io – an online learning and teaching
website in Ho Chi Minh City, Vietnam (“Tesse”). The official website is />This study is based on the theory of online learning of Anderson (2011) and the ABC
model of attitudes of Ellis (1956). The current study emphasizes the importance of
learners’ perceptions of interaction and their learning attitudes towards learning English
1


online. The researcher has been working as a teacher of English teaching at preintermediate and intermediate levels. The participants in the current study were her
students. Besides, quantitative and qualitative data was collected through online surveys
and interviews. Statistical analysis software SPSS was employed to analyze the
quantitative data. The findings hopefully will provide valuable information for Tesse’s
consideration of adjustment in course design and other aspects. The learners would
improve learning satisfaction. Besides, it would help teachers in Tesse to understand
learners and improve teaching.
1.2. Statement of the problems
In Vietnam, online learning becomes popular offering learners opportunities to gain
skills, improve knowledge, and life quality. Various efforts have been made to improve
learners’ English proficiency over the last decades (Hoang Yen Phuong, 2017). Besides,
technological advancements are greatly influencing education (Le Duc Long, Tran Van

Hao & Hunger, 2013)), educational institutions in Vietnam have offered a considerable
number of online courses. Vietnam has increased the number of universities with
distance education programs. However, online learning in Vietnam mainly stops at the
level of using technology and has no pedagogical strategy specifically for higher
education context. Despite the importance of online learning and the wide scope of
instructional practice in Vietnam, few studies have examined online education.
Many Vietnamese institutions have a lack of necessary teaching equipments and
resources for teaching and learning online (Le Duc Long et al., 2013). According to
James (2011), Hanoi and Ho Chi Minh City Open University hold several online
programs using platforms from a multinational educational technology company to
deliver online English courses. However, there has been no centre responsible for
conducting research on effectiveness of teaching and learning online (Hoang Yen
Phuong, 2017).

2


While there are different views on what should be considered a matter, a part of
teachers is likely to have little experience in teaching online. The development of online
education requires teachers to update and to get familiar with using online systems and
learning materials, equipments. Therefore, many teachers need more time for teaching
via online system. Besides, students still have not got familiar with the learning approach
in online classes as in traditional face-to-face classes (Le Duc Long et al., 2013). Some
learners are inactive during the learning process, face technical problems, or material
limitations.
Tesse.io is a learning and teaching website where an online learning platform is
employed. One of the main operations of Tesse is the development of teaching English
classes in Multidimensional Interactive Online Classroom (Virtual Classroom). Tesse
has created a knowledge-sharing platform that users (teachers and students) are allowed
to access world knowledge by searching, connecting, and interacting with other users.

During the time that the researcher was teaching at Tesse, she spent time asking the
learners’ opinions about learning English online. There was a matter that some learners
wondered why their performance was not improved although they had joined in English
courses and followed different learning strategies. Some students even studied in many
English centres. Despite putting a lot of time and effort in learning, their English
performance has not improved, which made them disappointed.
Based on the review of literature, it is posited that there is a positive relationship
between learners’ perception of interaction, their attitudes, learners’ satisfaction, and
performance in online learning. Learners would like to improve their performance.
However, there are remained variables that affect students. According to Tesse
administrators, some studies were carried out to measure learners’ satisfaction with the
online system. The studies focus on learners of various ages as well as English
proficiency levels. However, the studies are mostly narrow since they do not allow
participants to express opinion on perception of interaction as well as learners’ attitudes
towards an online learning environment at Tesse. Besides, the same questionnaires are
3


used to conduct the surveys. There is no research to find out appropriate answers for
learners’ perceptions of interaction and their attitudes towards online learning at Tesse.
Thus, more researches should be carried out to address the gap in the research topic.
The problem statements and understandings about the literature review of previous
studies drive the researcher to this study. Learners’ perception of interaction and their
attitudes towards online learning are the areas that would be benefited from more
researches. Although the research problems have been studied in educational institutions
for many years, they are still broad research areas in online learning website Tesse.io.
The study is designed to address that gap and will contribute useful perspectives to
learners, teachers, and administrators in Tesse.
1.3. Aims and objectives of the study
The primary focus of this study is to investigate learners’ perceptions of interaction

and their learning attitudes towards learning English online at Tesse. Following are
objectives of the study:
-

To investigate the EFL learners’ perceptions of interaction with teachers, other
learners, and course content at Tesse.io

-

To explore EFL learners’ learning attitudes of learning English online at Tesse.io

1.4. Research questions
In developing research questions for the current study, the researcher is concerned
about two research areas. One is EFL learners’ perceptions of interaction with teachers,
other learners, and course content at Tesse.io. The other concern is learners’ attitudes
towards learning English online. The current study attempts to address the following
research questions:
-

What are EFL learners’ perceptions of interaction with teachers, other learners,
and course content at Tesse.io?

-

What are the attitudes of EFL learners towards learning English online at
Tesse.io?

4

1.5. Scope of the study
The current study focused on investigating learners’ perceptions of interaction and
exploring their attitudes towards learning English online at Tesse. The researcher
discusses how the current study relates to the prior researches in the field of learners’
perceptions of interaction and attitudes towards both traditional and learning online.
There were more than 1,000 learners of a wide age range and levels of English
proficiency at Tesse. This study did not investigate every individual in the population
due to cost and time consumption. The scope of the study was narrowed down to adult
learners at pre-intermediate and intermediate levels of English proficiency. To ensure
reliability and validity, the participants completed at least one online course at Tesse so
that they have adequate time to understand online learning. The current study was
conducted from April 2020 to September 2020. Quantitative and qualitative methods
were applied. Two instruments used for data collection were questionnaires and
interviews. There are 96 questionnaires completed and returned by the participants.
1.6. Significance of the study
Regarding the theoretical field, it is hoped that the results of the current research may
reflect the learners’ perception of interaction and their attitudes toward learning English
online. It also informs the usefulness and the effectiveness of learning English in online
environment.
In the practical field, it is explained how the various aspects of learners’ perception
of interaction in online learning environment could support students in learning, enhance
their knowledge, and motivate them. It would be also a rewarding guide for teachers.
This study would provide students with the chance to express their opinions about
perceptions of interaction with teachers, other learners in classes, and courses content of
Tesse. Besides, research data of student’s attitudes explores whether it affects the
motivation, performance, and effectiveness in learning English online. It is hoped a

5

motivation for them to study English more effectively. For the teachers, the results of
the study would help them understand and evaluate factors that affect and motivate them
in learning. Thus, it contributes to the teachers’ teaching strategies and achievement.
Besides, this study would improve Tesse in the development of online teaching. This
study is significant because it helps Tesse’s administrators and web developers to
understand the factors that motivate students. Hence, it would help in enhancing and
adjusting the online courses and supporting Tesse to sustain and increase enrollments.
In terms of the research field, the findings of the current study would be a source of
reference for present or future researchers and teachers who expect to look for the
research in online learning and teaching environment.
1.7. Definition of key terms
In the current study, the followings are key terms to provide specific perspectives on the
research areas:
-

Attitude: the mental state of readiness, occurred through experience or influence on
a person’s response to situations to which it is related (Jeffrey, 2005).

-

Interaction: types of exchanges within teaching and learning (Anderson, 2011).

-

Online learning: a number of learning arrangements: a web-facilitated class, or a
fully virtual, or online courses (Courtney & Willhoite, 2015).

-

Perception: Primary cognitive contact of an individual to the world (Robert, 1969).

1.8. Organization of the thesis
The current study consists of five chapters as below:
-

Chapter 1 is introduction to the study, including a background of the study,

statement of the problems, aims and objectives of the study, research questions, scope
of the research, the significance of the study, and definitions of the key terms.
6


-

Chapter 2 is the literature review, presenting definition of online education and ít

advantage, and disadvantage, definition of perception, theory of online learning and
role of interaction in online learning (student-teacher interaction, student-student
interaction, and student-content interaction), definition and significance of attitudes in
learning a language, and component of attitudes (affective aspect, behavioral aspect,
and cognitive aspect), previous studies, and conceptual framework of the study.
-

Chapter 3 describes the methodology of the study, including research design,

research site, sample and sampling procedures, research instruments, data collection
and analysis procedure, reliability and validity, and ethical issues.
-

Chapter 4 provides a presentation of the summary of data collected from surveys,

results, and discussion of the results.
-

Chapter 5 presents the conclusion of the study, with a summary of the main

findings, implications for learners, teachers, administrators, and web developers, some
limitations of the research, and recommendations for further research.

7


CHAPTER 2. LITERATURE REVIEW
2.1. Online education
As online education takes place over the Internet as alternative education for
learners who are unable to attend face-to-face educational programs due to location or
time constraints (Courtney & Willhoite, 2015; Means et al., 2014). Online learning is
often referred to as e-learning, computer-based training, web-based training, internetbased training, online training, electronic learning, mobile learning, and computer-aided
distance education. Online education has grown up but with little effective interaction
between teachers and learners among the classes by the 1960s (Courtney & Willhoite,
2015). Although there are several matters related to the time of communication between
teachers and learners, and the effectiveness in the delivery of knowledge, online
education has still existed and increased rapidly all over the world.
2.1.1. Advantages of online education
The advantage of online education reflects through the convenience and
flexibility in online courses that attract learners to study online. Online learning is
convenient for students who prefer to study at home (You & Kang, 2014). With the
Internet connection, learners can attend different courses that suit their daily working
schedule. Besides, learners can improve skills such as time management and self-study
with help from teachers or peers. Following the development of information technology,

online courses bring opportunities for students in small, rural areas to join in courses
that generally would not be offered in their places due to far distance (Chaney, 2001).
2.1.2.

Disadvantages of online education
There are several potential issues that students may face while participating in an

online course. The lack of community, peer interaction in, and maintaining learners’
motivation are frequently examined as a disadvantages of online learning (Rovai et al.,
2005). The researcher believes that the lower persistence rates of the students are caused
8


by a lack of interaction in online learning environment. Besides, online students feel a
weaker interaction than students who attend face-to-face classes. The absence of peer
interaction can negatively affect some aspects of the learning process (Donlevy, 2003).
In the study of Thomson (2010), the researcher observes that many students desire to
work independently, therefore eliminating the need to communicate with classmates.
Maintaining motivation in online course is proposed a challenge that online learners
face. In online learning environment, students who lack independence and selfmotivation have lower success rates because they tend not to spend enough time to join
in classes (Savenye, 2005).
2.1.3.

Perception of leaners
The definition of learners’ perception has been demonstrated by many researchers

in the past. Robert (1969) defines perception as thoughts, beliefs, feelings, and seeing the
world from their perspective. Perception is the process by which a person faces a situation
based on his or her prior experiences. However, what an individual interprets or perceives
may be different from reality (Lindsay & Norman, 1977). Perception is closely related to

attitudes towards learning a language (Despagne, 2010).
In an analysis, the importance of learners’ perceptions of interaction has been
mentioned by many researchers due to its effectiveness in learners’ satisfaction. To
determine the effect of learners’ perception and their attitudes, Zefran (2015) finds that
positive perceptions and attitudes partly help learners to improve performance and
achievement in learning English. On the other hand, a negative attitude lower learners’
achievement in learning. The major reason is learners feel ashamed of making mistakes
in front of classmates (Zefran, 2015). Students may be stressed about being corrected
mistakes or negatively evaluated from others and the teachers (Ekalestari, 2016). The
recent study of Bali and Liu (2018) proposes that it still lacks focusing on perceptions
of interaction towards learning a language online.

9


In many decades, many investigations in Western have been primarily focused on
learners’ motivation and satisfaction in learning. Mayra, Gail, Nicole, and Carolyn
(2016) at Northern Illinois University of America find that perception of online courses
effectively motivates learners in learning. Preliminary work on students’ perception of
learning a language was undertaken by Sachiko (2016) in urban universities in Southern
California of America. The researcher finds that although measuring learners’ outcomes
are focused on traditional courses, it is necessary to measure students’ perception of
learning a language in the online environment. Completion rates of online courses are
not high (Heller, 2015). The researcher claims that certainly motivation is needed in
online courses. In general, perception towards an online learning environment can affect
learners’ decisions on whether they should continue to learn or quit a course.
The differences in learners’ perceptions of online learning versus face-to-face
learning have been discussed for many years (Cynthia, 2017). However, many studies
posit that there are almost no significant differences between the effectiveness of welldesigned online courses and well-designed face-to-face courses. Once online education
continues to develop, research on learners’ perceptions of interaction and their attitudes

should be continuously carried out (Allen & Seaman, 2017). This study was carried out
due to the significance of learners’ perception and attitudes in improving learners’
achievement. Several aspects of learners’ perceptions of interaction would be explored,
including student-teacher interaction, student-student interaction, and student- content
interaction.
2.2. Online language learning
The term online language learning can refer to a number of learning arrangements:
a web-facilitated class, or a fully virtual, or online courses (Courtney & Willhoite, 2015).
Fully online language courses have students never meeting with teachers or other
learners as in a face-to-face context. Online learning via networked computers has been
available since the early 1990s. Due to a combination of cost and place convenience,
developments in technology, online learning is continuously developing. Formal online
10