Synchronous And Asynchronous Learning In Grammar Classes: Tertiary Level EFL Students’ Attitude

Implementing online learning becomes inevitable due to the Government’s policyin responding to the Covid-19 pandemic. Educational institutions all over the country in primary, secondary, and tertiary levels urge teachers to teach from home. While online learning is mandatory during this pandemic, its implementation in the fields is more varied and heterogenous among practitioners. In addition to it, from the perspective of students, online learning for more than half of a semester is new and results in challenges for them. Besides, to learn grammar is still deemed difficult by most EFL learners. Not only do students have to adapt to innovative ways of learning grammar, but they are also required to learn a terrifying ordeal of taking the subject. Hence, this study is intended to examine students’ attitude towards synchronous and asynchronous learning of grammar. To collect the data of their attitude, a survey design was administered to 7 classes by adapting Tang & Chaw’s (2013) questionnaire. The results show that the students’ attitude towards asynchronous and synchronous learning can be seen from six aspects comprising learning flexibility, technology use, learning readiness, study management, online interaction, and online practices. To conclude, synchronous and asynchronous learning can be implemented with respect to students’ inclination and the nature of courses being learnt.