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A quasi-experimental study with 48 first-year students compares control and experimental groups using Google Form, Quizizz, Quizlet, Kahoot!, and Socrative. Outcomes are analyzed with surveys, pre- and post-tests, descriptive statistics, N-gain, paired-sample t-test, and ANCOVA. Results show improved autonomy in listening, structure, and reading, and digital classes outperform traditional instruction.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/autonomous-learning-and-the-use-of-digital-technologies-in-online-english-classrooms-in-higher-education/600251/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/autonomous-learning-and-the-use-of-digital-technologies-in-online-english-classrooms-in-higher-education/600251.png","ImageObject",300,407,{"name":92,"@type":93},"RuangKosong","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-04","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What digital technologies were examined in the online English classroom?","Question",{"text":112,"@type":113},"The study uses Google Form, Quizizz, Quizlet, Kahoot!, and Socrative as digital tools in online EFL instruction.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How was learner autonomy assessed in the research?",{"text":117,"@type":113},"Learner autonomy was examined using a survey questionnaire and pre- and post-tests, then analyzed with descriptive statistics, N-gain, paired-sample t-test, and ANCOVA.",{"name":119,"@type":110,"acceptedAnswer":120},"What were the main findings on the effectiveness of digital classes?",{"text":121,"@type":113},"Digital classes using the listed tools were more effective than traditional classes, showing stronger learner autonomy across listening, structure, and reading skills.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},600251,1792192675,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":36},962090883219,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","OPEN ACCESS  \nResearch Article  \nContemporary Educational Technology, 2023, 15(2), ep423 ISSN: 1309-517X (Online)  \nAutonomous learning and the use of digital technologies in online English classrooms in higher education  \nDamar Isti Pratiwi 1  \n 0000-0002-8009-0215  \nBudi Waluyo 2*  \n 0000-0003-1919-2068  \n1 Railway Mechanical Engineering Study Program, Politeknik Perkeretaapian Indonesia Madiun, Jawa Timur, INDONESIA  \n2 School of Languages and General Education, Walailak University, Tha Sala, Nakhon Si Thammarat, THAILAND  \n* Corresponding author: [budi.business.waluyo@gmail.com](budi.business.waluyo@gmail.com)  \nCitation: Pratiwi, D. I., & Waluyo, B. (2023) . Autonomous learning and the use of digital technologies in online English classrooms in higher education. Contemporary Educational Technology, 15(2), ep423 .  \n[https://doi.org/10.30935/cedtech/13094](https://doi.org/10.30935/cedtech/13094)  \nARTICLE INFO ABSTRACT  \n\n| Received: 29 Oct 2022\u003Cbr>Accepted: 13 Mar 2023 | This study investigated to what degree students can be autonomous in EFL classroom by deploying different digital technologies, including Google Form, Quizizz, Quizlet, Kahoot!, and Socrative, and the efficacy of these tools in online English classrooms. Utilizing a quasiexperimental research design, a sample of 48 first-year railway mechanical technology students from an Indonesian polytechnic was used and assigned to control and experimental groups. Data was gathered through a survey questionnaire and two tests (pre-and post-test), and was analyzed using descriptive statistics, the N-gain formula, the paired-sample t-test and ANCOVA. The results revealed learner autonomy in listening, structure, and reading skills, encompassing self-reliance, information literacy, linguistic confidence, and learning strategy. Digital classes incorporating Google Form, Quizizz, Quizlet, Kahoot!, and Socrative were more effective than traditional classes in terms of learning outcomes. Therefore, this study proposed a learning model utilizing digital technologies and autonomous learning concepts to improve students’learning outcomes.\u003Cbr>Keywords: autonomous learning, digital classroom, digital technology, EFL classroom, online learning |\n| --- | --- |\n| INTRODUCTION |  |\n\nRecent reviews and empirical research on digital technologies and autonomous learning have positively impacted language learners. Technology helps students learn and improve their competencies and achievement levels (Cripps, 2020; Pratiwi et al., 2021a) . It also creates a shift in language pedagogy from teacher-centered to student-centered (Mahmud, 2018) . Besides, it provides foreign language learners with opportunities for independent learning outside the classroom through an abundance of programs, websites, videos, online lectures, e-books, etc. (Ahmed et al., 2020; Ubaedillah & Pratiwi, 2021) . Furthermore, digital technology is viewed as one of the most powerful tools to promote autonomous learning as it supports teachers to be the facilitator in class (Ling et al., 2020; Sadaghian & Marandi, 2021) . Learners should take responsibility for their learning, take an active role in the learning context and methods, and evaluate their progress (Choi & Lee, 2020) . At the same time, students collaborate to make connections between new ideas and prior knowledge; use language as a tool for learning; and develop language and thinking competencies (Tseng & Huh, 2019) .  \nAmong all the benefits, integrating technology and the autonomous learning concept has been proposed as an alternative strategy during the COVID-19 outbreak in the Indonesian EFL context. A recent study found that language learning in new, unconventional settings can be taken beyond the classroom to promote  \nautonomous learning, which seems to improve students’ competency during the online teaching and learning process (Begum, 2019) . Therefore, the learning goal of integrating technology and learning concepts is to make learners identify th","cbCaimrNA377Xl5N","https://ap.wps.com/l/cbCaimrNA377Xl5N","pdf",632448,16,"English","# Introduction\n## Background and rationale\n# Study aim and research problem\n## COVID-19 context and motivation","[{\"question\":\"What digital technologies were examined in the online English classroom?\",\"answer\":\"The study uses Google Form, Quizizz, Quizlet, Kahoot!, and Socrative as digital tools in online EFL instruction.\"},{\"question\":\"How was learner autonomy assessed in the research?\",\"answer\":\"Learner autonomy was examined using a survey questionnaire and pre- and post-tests, then analyzed with descriptive statistics, N-gain, paired-sample t-test, and ANCOVA.\"},{\"question\":\"What were the main findings on the effectiveness of digital classes?\",\"answer\":\"Digital classes using the listed tools were more effective than traditional classes, showing stronger learner autonomy across listening, structure, and reading skills.\"}]","Autonomous learning and the use of digital technologies in online English classrooms in higher education | PDF",1792090327]