The Use Of Personalized Video Learning To Facilitate Efl Online Learning In Junior High School

Abstract

The pandemic has changed many aspects of education, including the mode and technique of teaching. This best practice report aims to explore the use of recorded learning video in asynchronous learning modes. The first thing I did to run this mode was by observing, preparing material, and evaluating previously done learning. At the first meeting during the synchronous meeting, some students were less interested when learning started, several students left suddenly, and some did not even attend. When I changed learning to use asynchronous, learning was more conducive, as evidenced by the number of attendees being more significant than at the previous meeting; even in the third meeting, after I gave instructions via chat group, students received learning well, as evidenced by students submitting quite a lot of assignments. Thus, it can be concluded that the asynchronous learning mode is more acceptable to students because students could have more time to work on assigned tasks and are more flexible in understanding the teaching materials.