Beyond the Textbook: Enhancing Pupils’ Grammar Learning Experience Through BookWidgets Online Platform

Afjar, A. M., Musri & Syukri, M. (2020). Attention, relevance, confidence, satisfaction (ARCS) model on students’ motivation and learning outcomes in learning physics. IOP Conf. Series: Journal of Physics: Conf. Series 1460.
Ajzen, I. (2020). The theory of planned behavior: Frequently asked questions. Human Behavior and Emerging Technologies, 2(4), 314-324.
Akpan, V. I., Igwe, U. A., Mpamah, I. B. I. & Okoro, C. O. (2020). Social Constructivism: Implications on Teaching and Learning. British Journal of Education, 8: 49-56.
Al Bataineh, K. B., Banikalef, A., & Albashtawi, H. A. (2019). The effect of blended learning on EFL students’ grammar performance and attitudes: An investigation of Moodle. Arab World English Journal (AWEJ) Volume, 10.
Al-Dokhny, A., Drwish, A., Alyoussef, I., & Al-Abdullatif, A. (2021). Students’ intentions to use distance education platforms: An investigation into expanding the technology acceptance model through social cognitive theory. Electronics, 10(23), 2992.
Ali, A. (2004). Issues & challenges in implementing e-learning in Malaysia. Retrieved January, 18, 2008.
Alijanian, E. (2012). An investigation of Iranian EFL teachers’ beliefs about grammar. Mediterranean Journal of Social Sciences 3(3), 415-420. 10.5901/mjss. 2012.v3n3p415
Aliyyah, R. R., Rachmadtullah, R., Samsudin, A., Syaodih, E., Nurtanto, M., & Tambunan, A. R. S. (2020). The perceptions of primary school teachers of online learning during the COVID-19 pandemic period: A case study in Indonesia. Journal of Ethnic and Cultural Studies, 7(2), 90-109. https://doi.org/10.29333/ejecs/388
Alizadeh, M. (2016). The impact of motivation on English language learning. International Journal of Research in English Education, 1(1), 11-15.
Al-khresheh, M., & Orak, S. D. (2021). The Place of Grammar Instruction in the 21st Century: Exploring Global Perspectives of English Teachers towards the Role of Teaching Grammar in EFL/ESL Classrooms: Exploring global perspectives of English teachers towards the role of teaching grammar in EFL/ESL classrooms. World Journal of English Language, 11(1), 9-23.
Assareh, A., & Bidokht, M. H. (2011). Barriers to e-teaching and e-learning. Procedia Computer Science, 3, 791-795.
Rahim, B. N. (2022). The interaction between teaching competencies and self-efficacy in fostering engagement amongst distance learners: A path analysis approach. Malaysian Journal of Learning and Instruction (MJLI), 19(1), 31-57.
Bandura, A., & Adams, N. E. (1977). Analysis of self-efficacy theory of behavioural change. Cognitive Therapy and Research, 1, 287-308.
Boyer, S. L., Edmonson, D. R., Artis, A. B., & Fleming, D. (2014). Self-directed learning: A tool for lifelong learning. Journal of Marketing Education, 36(1), 20-32. https://doi. org/10.1177/0273475313494010
Bradley, V. M. (2021. Learning Management System (LMS) use with online instruction. International Journal of Technology in Education, 4(1), 68-92.
Briewin, M., Naidu, B. & Embi, M. A. (2013). Learners of English as foreign language preference for grammar strategies in learning grammar. International Journal of English and Literature 4(5): 249-253.
Cinganotto, L. 2019. Online interaction in teaching and learning a foreign language: An Italian pilot project on the companion volume to the CEFR. Journal of E-Learning and Knowledge Society, 15(1), 135–151. https://doi.org/10.20368/1971-8829/1618
Chi, P. K. (2021). Students ‘experiences on learning listening through technology-based tool. European Journal of Education Studies, 8(8).
Davis, F. D. (1986). A Technology Acceptance Model for Empirically Testing New End-user Information Systems: Theory and Results. A Dissertation Presented to the Sloan School of Management at Massachusetts Institute of Technology.
Davis, F. D. (1989). Perceived Usefulness, Perceived Ease of Use, and User Acceptance of Information Technology. MIS Quarterly, 13(3), 319–340
Duong, T. H. L., Phan, M. H. & Le, T. T. H. (2017). The Effectiveness of The Experiential Learning Activities in Developing English Speaking Skills for Students at Thai Nguyen University of Economics and Business Administration-TNU. Journal of Research & Method in Education, 7(5), 83-87.
Garrison, D. R., & Kanuka, H. (2004). Blended learning: Uncovering its transformative potential in higher education. Internet and Higher Education, 7, 95–105.
Getie, A. S. (2020). Factors affecting the attitudes of students towards learning English as a foreign language. Cogent Education, 7(1), 1738184.
Graham, C. R. (2006). Blended learning systems: Definition, current trends and future directions. In C. J. Bonk & C. R. Graham (Eds.), The handbook of blended learning: Global perspectives, local designs (pp. 3–21). San Francisco: Pfeiffer.
Griffiths, C., & Soruç, A. (2020). Language Learning Strategies. In Individual Differences in Language Learning (pp. 113-129). Palgrave Macmillan, Cham. DOI: https://doi.org/10.1007/978-3-030-52900-0_8
Harun, H., Abdullah, N., Ab Wahab, N., & Zainuddin, N. (2019). Concept based instruction: Enhancing grammar competence in L2 learners. Relc Journal, 50(2), 252-268.
Hashim, H., Rafiq, R. M., & Yunus, M. (2019). Improving ESL learners’ grammar with gamified-learning. Arab World English Journal (AWEJ) Special Issue on CALL, (5).
Hussein Alsowayegh, N., Jameel Bardesi, H., Ibrahim, G., & Sipra, M. (2019). Engaging students through blended learning activities to augment listening and speaking. Arab World English Journal (AWEJ) Special Issue on CALL, (5).
Ibrahim, N. (2016). Games for Teaching Grammar to Young Learners. Indonesian Journal of Integrated English Language Teaching (IJIELT), 2, (1), 49-63.
Ilyosovna, N. A. (2020). The importance of English language. International Journal on Orange Technologies, 2(1), 22-24.
Jerry, M., & Yunus, M. M. (2021). Blended learning in rural primary ESL classroom: Do or don't. International Journal of Learning, Teaching and Educational Research, 20(2), 152-173.
Kazemian, M., Irawan, L. A., & Haerazi, H. (2021). Developing Metacognitive Writing Strategy to Enhance Writing Skills Viewed from Prospective Teachers’ Critical Thinking Skills. Journal of Language and Literature Studies, 1(1), 15–28.
https://doi.org/https://doi.org/10.36312/ejolls.v1i1.499
Kehrwald, B. A., & Parker, B. (2019). Editorial 16.1: Implementing online learning, stories from the field. Journal of University Teaching & Learning Practice, 16(1), 1.
Keller, J. M. (1987). “Development and use of the ARCS model of instructional design.” Journal of instructional development 10, no. 3: 2-10.
Kolb, D. A. (2014). Experiential learning: Experience as the source of learning and development. FT press.
Krishnan, P. D., & Yunus, M. M. (2019). Blended CEFR in enhancing vocabulary among low proficiency students. Arab World English Journal (AWEJ), 5, 141-153.
Lazim, C. S. L. M., Ismail, N. D. B., & Tazilah, M. D. A. K. (2021). Application of technology acceptance model (TAM) towards online learning during covid-19 pandemic: Accounting students’ perspective. Int. J. Bus. Econ. Law, 24(1), 13-20.
Lee, J. F. (2019). Experiential teacher education-preparing preservice teachers to teach English grammar through an experiential learning project. Australian Journal of Teacher Education (Online), 44(1), 1-20.
Lim, T. M., & Yunus, M. M. (2021). Teachers’ perception towards the use of Quizizz in the teaching and learning of English: A systematic review. Sustainability, 13(11), 6436.
Lim, T. M., Sze, D. W. L., Raki, D., Lim, L. M., Sani, S., & Hashim, H. (2021). Year 6 pupils’ language learning strategies in learning English grammar. International Journal of Academic Research in Business and Social Sciences, 11(4), 1196-1209.
Liu, Z. Y., Lomovtseva, N., & Korobeynikova, E. 2020. Online learning platforms: Reconstructing modern higher education. International Journal of Emerging Technologies in Learning (iJET), 15(13), 4-21.
Locke, E. A. (1997). Self-efficacy: The exercise of control. Personnel psychology, 50(3), 801.
Loeng, S. (2020). Self-directed learning: A core concept in adult education. Education Research International, 2020, 1-12.
Lung-Guang, N. (2019). Decision-making determinants of students participating in MOOCs: Merging the theory of planned behavior and self-regulated learning model. Computers & Education, 134, 50-62.
Merriam, S. B. (2001). Andragogy and self?directed learning: Pillars of adult learning theory. New directions for adult and continuing education, 2001(89), 3-14.
Misbah, N. H., Mohamad, M., Yunus, M. M., & Ya’acob, A. (2017). Identifying the Factors Contributing to Students’ Difficulties in the English Language Learning. Creative Education, 8, 1999–2008.
Mohammed, M. H. (2018). Challenges of Learning English as A Foreign Language (EFL) by Non-Native Learners. International Journal of Social Science and Economic Research,3(4)
Mseleku, Z. (2020). A Literature Review of E-Learning and E-Teaching in the Era of Covid-19 Pandemic. SAGE, 57(52), 6.
Musa, N. C., Lie, K. Y., & Azman, H. (2012). Exploring English language learning and teaching in Malaysia. GEMA Online Journal of Language Studies, 12, 35-51.
Ngafeeson, M. N., & Gautam, Y. (2021). Learning management system adoption: A theory of planned behavior approach. International Journal of Web-Based Learning and Teaching Technologies (IJWLTT), 16(1), 27-42.
Northey, G., Bucic, T., Chylinski, M., & Govind, R. (2015). Increasing student engagement using asynchronous learning. Journal of Marketing Education, 37(3), 171-180. https://doi. org/10.1177/0273475315589814
Noureddine, A. (2017). The Benefits of Using ICT in the EFL Classroom: From Perceived Utility to Potential Challenges. Journal of Educational and Social Research, 7, (1), 111-118.
Octaberlina, L. R., & Muslimin, A. I. (2020). EFL students’ perspective towards online learning barriers and alternatives using Moodle/Google Classroom during COVID-19 pandemic. International Journal of Higher Education, 9(6), 1-9.
Panggabean, H. (2015). Problematic Approach to English Learning and Teaching: A Case in Indonesia. English Language Teaching, 8(3), 35-45.
Pintrich, P. R. & De Groot, E. V. (1990). Motivational and Self-Regulated Learning Components of Classroom Academic Performance. Journal of Educational Psychology.
Podoliak, M. (2022). The Comparative Analysis of Face-To-Face, Distant, and Blended Learning in English Language Teaching. Register Journal, 15(1), 42-63.
Porter, W. W., Graham, C. R., Spring, K. A., & Welch, K. R. (2014). Blended learning in higher education: Institutional adoption and implementation. Computers & Education, 75, 185–195. https://doi.org/10.1016/j.compedu.2014.02.011.
Robinson, J. D., & Persky, A. M. (2020). Developing self-directed learners. American Journal of Pharmaceutical Education, 84(3).
Safara, A., & Zaim, M. (2019, August). Mobile-based Learning in Digital Era: Android Application as a Media to Teach Grammar. In 1st International Conference on Education Social Sciences and Humanities (ICESSHum 2019) (pp. 1019-1025). Atlantis Press.
Savignon, S. J. (2017). Communicative competence. The TESOL Encyclopedia of English Language Teaching. John Wiley & Sons, Inc. Doi: 10.1002/9781118784235.eelt0047
Schunk, D. H. (2005). Self-regulated learning: The educational legacy of Paul R. Pintrich. Educational Psychologist.
Schunk, D. H., & DiBenedetto, M. K. (2020). Motivation and social cognitive theory. Contemporary Educational Psychology, 60, 101832.
Schunk, D. H., & Usher, E. L. (2012). Social cognitive theory and motivation. The Oxford handbook of human motivation, 2, 11-26.
Sinaga, R. R. F., & Pustika, R. (2021). Exploring STUDENTS’ATTITUDE towards English online learning using Moodle during COVID-19 pandemic at SMK yadika bandar lampung. Journal of English Language Teaching and Learning, 2(1), 8-15.
Song, L., & Hill, J. (2007). A conceptual model for understanding self-directed learning in online environments. Journal of Interactive Online Learning, 6(1), 27-42. http://www.ncolr. org/jiol/issues/pdf/6.1.3.pdf
Souriyavongsa, T., Rany, S., Abidin, M. J. Z., & Mei, L. L. (2013). Factors causes students low English language learning: A case study in the National University of Laos. International Journal of English Language Education, 1(1), 179-192.
Sukendro, S., Habibi, A., Khaeruddin, K., Indrayana, B., Syahruddin, S., Makadada, F. A., & Hakim, H. (2020). Using an extended Technology Acceptance Model to understand students’ use of e-learning during Covid-19: Indonesian sport science education context. Heliyon, 6(11), e05410.
Sujana, I. M., Syahrial, E., Arifuddin, A., & Thohir, L. (2021), May. Designing Blended Learning for Teaching English Grammar at Higher Education. In 2nd Annual Conference on Education and Social Science (ACCESS 2020) (pp. 447-451). Atlantis Press.
Yaccob, S. N., & Yunus, M. (2019). Language games in teaching and learning English grammar: A literature review. Arab World English Journal (AWEJ) Volume, 10.
Tuzlukova, V., & Ginosyan, H. 2022. Grasping Omani Students’ Transitional Challenges: Focus on Computer Self-Efficacy and English Proficiency. In Individual and Contextual Factors in the English Language Classroom: Theoretical, Pedagogical, and Empirical Approaches (pp. 345-362). Cham: Springer International Publishing.
Van der Walt, J. L. (2019). The term “Self-Directed Learning”—back to Knowles, or another way to forge ahead? Journal of Research on Christian Education, 28(1), 1-20.
Wang, N., Chen, J., Tai, M., & Zhang, J. (2021). Blended learning for Chinese university EFL learners: learning environment and learner perceptions. Computer Assisted Language Learning, 34(3), 297–323. https://doi.org/10.1080/09588221.2019.1607881
Wong, C. H. T., & Yunus, M. M. (2021). Board games in improving pupils’ speaking skills: a systematic review. Sustainability, 13(16), 8772.
Wong, R. (2020. When no one can go to school: does online learning meet students’ basic learning needs? Interactive learning environments, 1-17.
Wulandari, S., Gani, S. A., & Muslem, A. (2022). Problems in teaching and learning English online during the Covid-19 pandemic. English Education Journal, 13(1), 140-157.
Xiaoquan, P. A. N., & Huijuan, S. H. A. O. (2020). Understanding factors influencing EFL students' technology-based self-directed learning. International Journal of Social Sciences and Education Research, 6(4), 450-459.
Yadegarfar, H., & Simin, S. (2016). Effects of using Instagram on learning grammatical accuracy of word classes among Iranian undergraduate TEFL students. International journal of research studies in educational technology, 5(2).
Yunus, M. M., & Abdullah, N. R. K. R. B. (2011). Motivation and attitudes for learning English among year six students in primary rural school. Procedia-Social and Behavioral Sciences, 15, 2631-2636.
Yunus, M. M., & Arshad, N. D. M. (2015). ESL teachers' perceptions toward the practices and prospects of autonomous language learning. Asian Social Science, 11(2), 41.
Yunus, M. M., Nordin, N., Salehi, H., Embi, M. A., & Salehi, Z. (2014). Future of ICT as a Pedagogical Tool in ESL Teaching and Learning. Research Journal of Applied Sciences, Engineering and Technology, 7(4), 764-770.
Yunus, M. M., Salehi, H., Sun, C. H., Yen, J. Y. P., & Li, L. K. S. (2011). Using Facebook groups in teaching ESL writing. Recent researches in chemistry, biology, environment and culture, 75(1), 75-80.
Zaitun, Z., Hadi, M. S., & Lestari, D. R. (2021). Using BookWidgets to Attract Students' Interest in Learning English. Journal of Languages and Language Teaching, 9(4), 504-511.
Zimmerman, B. J. (2000). Attaining self-regulation: A social cognitive perspective. In Handbook of self-regulation (pp. 13-39). Academic press.

(Yang et al., 2024)
Yang, N. Z., Yunus, M. M., & Hashim, H. (2024). Beyond the Textbook: Enhancing Pupils’ Grammar Learning Experience Through BookWidgets Online Platform. International Journal of Academic Research in Progressive Education and Development, 13(3), 166–187.

Copyright: © 2024 The Author(s)
Published by HRMARS (www.hrmars.com)
This article is published under the Creative Commons Attribution (CC BY 4.0) license. Anyone may reproduce, distribute, translate and create derivative works of this article (for both commercial and non-commercial purposes), subject to full attribution to the original publication and authors. The full terms of this license may be seenavc at: http://creativecommons.org/licences/by/4.0/legalcode