https://ejournal.umm.ac.id/index.php/englie/issue/feed 2024-11-26T18:37:50+07:00 Estu Widodo estu@umm.ac.id Open Journal Systems <table class="data" width="100%" cellpadding="5" bgcolor="#f0f0f0"> <tbody> <tr valign="top"> <td width="20%">Journal title</td> <td class="text-primary" width="80%"><strong>English Learning Innovation (englie) </strong></td> </tr> <tr valign="top"> <td width="20%">Initials</td> <td class="text-primary" width="80%"><strong>englie</strong></td> </tr> <tr valign="top"> <td width="20%">Grade</td> <td class="text-primary" width="80%"><strong><a href="https://drive.google.com/file/d/1mL9yj1OLGXuBtDQxBnJUvH0CXufpdi5W/view?usp=sharing">Peringkat 4 (SINTA 4) The Decree No 0826/E5.3/HM.01.00/2023</a><br /><span id="result_box" lang="en"></span></strong></td> </tr> <tr valign="top"> <td width="20%">Frequency</td> <td class="text-primary" width="80%"><strong>2 issues per year (February and August)</strong></td> </tr> <tr valign="top"> <td width="20%">DOI</td> <td class="text-primary" width="80%"><strong>prefix 10.22219 </strong>by <img src="https://ejournal.umm.ac.id/public/site/images/jurnaltiumm/Crossref_Logo_Stacked_RGB_SMALL.png" alt="" /> <strong><br /></strong></td> </tr> <tr valign="top"> <td width="20%">Print ISSN</td> <td class="text-primary" width="80%"><a href="https://issn.brin.go.id/terbit/detail/1596427713"><strong>2723-7400</strong></a></td> </tr> <tr valign="top"> <td width="20%">Online ISSN</td> <td class="text-primary" width="80%"><a href="https://issn.brin.go.id/terbit/detail/1596427971"><strong>2723-7419</strong></a></td> </tr> <tr valign="top"> <td width="20%">Editor-in-chief</td> <td class="text-primary" width="80%"><strong><a href="https://sinta.kemdikbud.go.id/authors/profile/5976458">Associate. Prof. Dr. Yudhi Arifani</a></strong></td> </tr> <tr valign="top"> <td width="20%">Associate Editor-in-Chief</td> <td class="text-primary" width="80%"><strong><a href="https://sinta.kemdikbud.go.id/authors/profile/6040699">Assist. Prof. Dr. Estu Widodo</a></strong></td> </tr> <tr valign="top"> <td width="20%">Handling Editor</td> <td class="text-primary" width="80%"><strong><a href="https://sinta.kemdikbud.go.id/authors/profile/6652389">Rafika Rabba Farah</a> </strong></td> </tr> <tr valign="top"> <td width="20%">Managing Editor </td> <td class="text-primary" width="80%"><a href="https://sinta.kemdikbud.go.id/authors/profile/6707915"><strong>Khoiriyah</strong></a></td> </tr> <tr valign="top"> <td width="20%">Publisher</td> <td class="text-primary" width="80%"><a href="http://www.umm.ac.id/"><strong>Universitas Muhammadiyah Malang</strong></a></td> </tr> </tbody> </table> <p><strong><em>English Learning Innovation</em></strong> (englie) publishes articles on innovation in research and teaching of English as a foreign or second language, including English Language Teaching theory and methodology, language assessment, language education policy, curriculum and materials development, international or intercultural communication, teacher education, and Computer-Assisted Language Learning (CALL). It is a fully refereed journal. It welcomes submissions from researchers around the world. This journal is managed by English Language Education Department-Postgraduate Program, Universitas Muhammadiyah Malang, Indonesia.</p> https://ejournal.umm.ac.id/index.php/englie/article/view/37256 2024-11-08T09:29:32+07:00 Khoiriyah Khoiriyah khoiriyah230693@umm.ac.id Muhammad Firza Thoriq Sholahuddin firzathoriq22@gmail.com Ananta Benny Dele Bintang benny.dele07@gmail.com

<p>This research explores the factors contributing to students' satisfaction in online learning, particularly in Content and Language Integrated Learning (CLIL) classes. Through a literature review, three primary factors were identified as crucial determinants of student satisfaction: online self-efficacy, self-regulated learning, and online interaction. Online self-efficacy encompasses students' confidence in their abilities to complete online courses, communicate with peers and instructors, and manage course technologies. Self-regulated learning strategies, such as strategic planning, time management, and help-seeking, positively influence both student satisfaction and academic achievement. The quality and type of online interactions, including teacher-student, student-student, and student-content interactions, significantly impact satisfaction levels. The findings suggest that effective online learning environments should foster student engagement through quality interactions, provide adequate technological support, and promote self-directed learning strategies. The research also highlights the importance of classroom climate and online learning in enhancing student satisfaction. Educational institutions should prioritize enhancing the quality of online interactions, training educators in effective online teaching practices, and expanding technological resources to better meet student needs. Future research should employ mixed methods to gain deeper insights into student experiences and satisfaction, contributing to a comprehensive understanding of online learning dynamics.</p>

2024-11-26T00:00:00+07:00 Copyright (c) 2024 Khoiriyah, K. et al.