Table 5 E-learning strategies employed by participants.
Strategy category | Themes | Subthemes | Examples | Theme frequency (weighted %) |
|---|---|---|---|---|
Cognitive | Vocabulary acquisition | Utilizing online tools | Utilizing online dictionaries and resources for vocabulary acquisition | 20 (25%) |
Vocabulary practice | Using flashcards and online games for vocabulary practice | |||
Grammar rules | Online resources | Using online grammar tools and engaging in online grammar exercises | 10 (12.5%) | |
Practice | Practicing grammar through online exercises | |||
Reading comprehension | Extensive reading | Engaging in extensive reading of English materials online | 10 (12.5%) | |
Focused Reading | Actively engaging with texts, paying close attention to understanding | |||
Writing practice | Exercises | Practicing writing through online exercises and assignments | 8 (10%) | |
Collaboration | Practicing writing through collaborative writing projects | |||
Technology as a tool | Accessing information | Using technology to access information | 12 (15%) | |
Skill development | Using technology to practice skills and connecting with others | |||
Metacognitive | Self-monitoring | Self-assessment | Identifying strengths and weaknesses and reflecting on learning processes and progress | 8 (10%) |
Goal setting | Setting and evaluating goals | |||
Planning and organization | Study schedule | Planning study sessions effectively and scheduling time for online activities | 4 (5%) | |
Prioritizing tasks | Setting and prioritizing learning goals. | |||
Adapting learning approaches | Resource seeking | Modifying strategies based on individual needs and seeking additional resources | 6 (7.5%) | |
Adjustment | Adjusting learning strategies based on challenges that are encountered | |||
Learner agency | Active choice | Taking ownership of learning by actively choosing strategies | 2 (2.5%) | |
Social-affective | Collaboration | Online discussion | Participating in online discussions and group activities | 5 (6.25%) |
Project work | Working collaboratively on projects, often through online platforms | |||
Feedback seeking | Peer feedback | Seeking feedback from peers through online forums or during virtual sessions | 3 (3.75%) | |
Instructor feedback | Seeking feedback from instructors through online forums or during virtual sessions | |||
Self-reflection | Emotional reflection | Reflecting on learning processes, emotions, and challenges | 2 (2.5%) | |
Challenges analysis | Analyzing successes and failures to inform future strategies | |||
Emotional management | Reducing anxiety | Using learning strategies to reduce feelings of anxiety or frustration associated with online learning | 2 (2.5%) | |
Supportive learning environment | Social interaction | Participating in online discussions and group discussions to connect with other learners | 4 (5%) | |
Support | Feeling a sense of belonging in the online environment and receiving encouragement and support from peers and instructors | |||
Motivation and goal setting | Personal goals | Having a clear vision for their English learning goals and staying motivated by focusing on the benefits | 3 (3.75%) | |
Aspirations | Staying motivated by focusing on their aspirations for future success |
