| dc.description.abstract | As a result of the COVID-19 pandemic, public schools
have been obliged to switch from face-to-face instruction to
online or distance learning only. Teachers may have a more
challenging time dealing with the pandemic since they were
used to working offline before. This study aims to determine
how EFL students perceive instructor roles in an online
learning environment. To measure the students’ perception,
Huang’s (2019) Scale of Teacher Role Inventory (STRI) was
utilized. The current study utilizes an instrument comprising of
three dimensions, each consisting of 27 questions. The first
dimension, cognitive role, includes question items 1-10, which
aim to assess the students’ perceptions of the teacher’s
cognitive role. The second dimension, emotional role, includes
question items 11-20, which aim to assess the students’
perceptions of the teacher’s emotional role. The final
dimension, managerial role, includes question items 21-27,
which aim to assess the students’ perceptions of the teacher’s
managerial role. The participants were English language
education students from a university in Yogyakarta. From the
findings, it is found out that in the cognitive role component,
students generally appreciated teacher’s roles in developing
their cognitive skills. The overall mean of the scores varied
from 4.50 which is cognitive role (highest) to 3.95 which is
emotional role (lowest). In the emotional role, the lecturer has
offered good help to support students’ emotional development.
However, it appeared that the teacher should implement game
based learning approach more in the learning process to
support engagement, as this item had one of the lowest scores.
The last component is the managerial role of the teacher which
showed that the teacher needed to improve the controlling pace
when teaching since it earned the lowest score among all which
is 4.18. Nevertheless, besides those items that require
improvement, the teacher’s role has been well implemented in
this context. | en_US |
