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Vol. 6, No. 3, December 2023, pp. 188-198  

       https://doi.org/10.12928/eltej.v6i3.6661          http://journal2.uad.ac.id/index.php/eltej/index        eltej@pbi.uad.ac.id  

First-year-students' perceptions of asynchronous media platform 

(AMP) for learning English 

Edi Sunjayanto Masykuria,1*, Vоrоnushkinа Olesya Vlаdimirоvnаb, 2, Mezentsev Ivan 

Evgenevichc, 3 

a Universitas Muhammadiyah Purworejo, Jl. KHA Dahlan No.4&5, Purworejo, Kec. Purworejo, Kabupaten Purworejo, Jawa Tengah 54151, 

Indonesia 
b, c Altai State Pedagogical University, Ulitsa Molodezhnaya, 55, Barnaul, Altayskiy kray, Russian Federation 
1 esunjayanto@umpwr.ac.id*; 2 o.voronushina@mail.ru; 3 ivan.mzntsv@gmail.com    

* corresponding author 

  

A R T I C L E  I N F O 

  

A B ST R ACT   

 

 

Article history 

Received 16 June 2023 

Revised 12 August 2023 

Accepted 15 August 2023 

  This study investigates the attitudes of first-year university students 
toward the use of asynchronous applications in learning reading 
comprehension. The primary objectives were to determine students' 
perceptions of using smartphone-based asynchronous media platforms 
(AMP) for reading comprehension, assess how these applications 
enhance student engagement, and understand the rationale behind 
their use. Data were collected via a questionnaire administered to 
twenty-seven first-year university students. A case study approach 
was employed, and the data were analyzed using descriptive statistical 
methods. The findings indicate that students have a positive attitude 
toward the use of asynchronous applications for reading 
comprehension, with high average scores on the questionnaire 
demonstrating favorable assessments of these tools. The positive 
student attitudes toward asynchronous applications suggest that 
integrating these tools into the EFL curriculum could significantly 
enhance reading comprehension and engagement. The use of 
asynchronous media platforms provides flexibility and accessibility, 
enabling students to learn at their own pace and on their own schedule. 
In conclusion, the findings of this study highlight the potential benefits 
of asynchronous applications in EFL learning environments. By 
adopting these tools, educators can create more dynamic and 
interactive learning experiences that cater to the diverse needs of 
students.  

This is an open access article under the CC–BY-SA license. 

    

 

 
Keywords 

Asynchronous Media Platforms 

Media 

Reading Skills 

Junior High School 

 

 

  

How to Cite: Masykuri, E. S., Vlаdimirоvnа, O. V., & Evgenevich, M. I. (2023). First-year students' perceptions 
of asynchronous media platform for learning English. English Language Teaching Educational Journal, 6 (3), 
188-198. https://doi.org/10.12928/eltej.v6i3.6661  

1. Introduction  

Vocabulary is crucial to the reading process, and learners who are unable to master the vocabulary 
of the texts used in their classrooms typically struggle to comprehend the required reading material 
(Coxhead, 2012). While it is unclear precisely how much vocabulary English as an additional 
language (EAL) learners need to achieve academically in EMI (English as a Medium of Instruction) 
schools, research indicates that EAL learners often struggle with two forms of vocabulary crucial for 
academic performance: high-frequency and academic vocabulary (Hawkins, 2005). A lack of 
vocabulary knowledge can significantly influence EAL learners' academic progress in reading 
comprehension, a specific and critical academic skill that EAL learners have been shown to struggle 
with (Droop & Verhoeven, 2003; Murphy, 1998). 

https://doi.org/10.12928/eltej.v6i3.6661
http://journal2.uad.ac.id/index.php/eltej/index
mailto:eltej@pbi.uad.ac.id
mailto:esunjayanto@umpwr.ac.id
mailto:o.voronushina@mail.ru
mailto:ivan.mzntsv@gmail.com
http://creativecommons.org/licenses/by-sa/4.0/
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ISSN 2621-6485 English Language Teaching Educational Journal 189 
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 Masykuri, E. S. et al. (First-year-students' perceptions of asynchronous media platform …..) 

Reading comprehension impairments are a significant reason for EAL learners' academic 
underperformance. In the UK, both research and national test scores indicate that a lack of reading 
comprehension in English is one of the key reasons why EAL learners continually suffer academically 
compared to their first-language English classmates (Murphy & Unthiah, 2015). Reading 
comprehension is a challenging ability for EAL learners to acquire due to the multiple components 
required to establish meaning from a written text (Twist et al., 2007). Lower levels of grammatical 
and lexical proficiency are often compounded by unfamiliarity with cultural references encountered 
in classroom texts (Burgoyne et al., 2009; Hill, C., 2011). 

Despite the necessity of acquiring multiple language skills, reading is given primacy in language 
instruction. Globally, people are increasingly turning to the internet for aid with their normal activities 
and to satisfy diverse wants by reading. The rapid development of internet-related innovations has 
significantly altered many aspects of life, particularly in the areas of communication, commerce, and 
education. The digital world connected to the internet provides any knowledge people need, leading 
to substantial changes in students' behaviors regarding information collection. Students often access 
advanced texts online rather than going to libraries to hunt for paper books. The internet not only 
provides data but also facilitates communication about class topics and the exchange of academic 
concerns through various web-based media (Bana, 2020). 

Reading on media apps in technology has advantages and disadvantages. On one hand, it makes 
reading and sharing information easier and more enjoyable. On the other hand, it poses a threat to 
one’s capacity to comprehend societal norms. In the context of educational growth, a large quantity 
of reading material can be found with relative ease on asynchronous media platforms such as Sigil 
(Alperi, 2015). An asynchronous media platform (AMP) can be considered both an online journal and 
an electronic book (Alperi, 2015; Maharani et al., 2015; Sari, 2016; Wirasasmita & Uska, 2017). The 
content of an AMP can vary widely, from personal diaries and thoughts to comprehensive knowledge 
on any subject. It is important to stimulate KWL (Know, Want to Know, Learned) strategies in 
students. Compared to publishing in a magazine or comic book, publishing on an AMP is considerably 
simpler. AMPs, especially when created by students themselves, provide more control over their own 
learning. 

The researchers' experience at Altai State Pedagogical University in Russia indicated that English 
teachers rarely use AMPs as reading materials in the learning process (Fitri et al., 2021). This study 
explores students' perspectives on the use of AMPs as English reading materials. Student perspectives 
on AMPs can vary from enthusiasm to disinterest. This research aims to determine whether students 
view AMPs as favorable or unfavorable English reading media, particularly considering the 
integration of text, audio, and visual elements. 

1.1. Student’s Perception in Language Learning 

Research on student perceptions in language learning has been extensively conducted by Dewaele 
and Saito. According to their studies, student perceptions are divided into two categories: anxiety and 
enjoyment. Students’ anxiety while learning a foreign language is a complex interplay of self-
perceptions, beliefs, feelings, and behaviors associated with classroom language acquisition. This 
anxiety emerges from the distinctiveness of the language learning process, where learners often feel a 
threat to their ego when attempting to express themselves in a potentially awkward manner in a second 
language. This fear of appearing abrupt or making mistakes generates anxiety (Dewaele & Saito, 
2024). Such anxiety can sometimes align with students' expectations but also significantly diminishes 
their motivation (Asysyfa et al., 2019). 

The second category is students’ enjoyment while learning a second language. Enjoyment is a 
multifaceted emotion that combines challenge and perceived ability, driving achievement in difficult 
tasks. It is more than just a pleasant feeling; enjoyment occurs when individuals exceed their needs to 
accomplish something new or unexpected. Pleasure, on the other hand, is a more straightforward 
emotion associated with experiencing something agreeable (Dewaele & Saito, 2024). 

A positive perception is characterized by a favorable judgment of all aspects and skills, whether 
recognized or not. Explicit perception refers to personal assessments and interpretations of phenomena 
in the surrounding environment (Zhang et al., 2020). When individuals hold a positive perception, 
they are likely to recognize and support the perceived object or activity. Conversely, implicit beliefs 
involve subtle experiences that may be perceived as undesirable or unsuitable, leading to opposition 



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 Masykuri, E. S. et al. (First-year-students' perceptions of asynchronous media platform …..) 

and refusal of tolerated attempts (Dörnyei & Dewaele, 2023). In other words, a person's judgment of 
an object or activity in their environment can lead to a negative perception, resulting in opposition if 
they believe it to be ineffective. 

This duality of perception—anxiety and enjoyment—plays a crucial role in language learning. 
Understanding these perceptions can help educators create more supportive and engaging learning 
environments that mitigate anxiety and enhance enjoyment, ultimately improving language 
acquisition outcomes. 

1.2. Enhancing Student Learning with Asynchronous Media Platforms 

The use of AMP has the potential to significantly improve students' interest in learning, thereby 
positively impacting their academic achievement and learning outcomes. AMP can enhance 

comprehension and increase the likelihood of successfully achieving learning goals (Hatmanto et al., 
2023; Hatmanto et al., 2023b; Salsabila, 2013). As one of the emerging online discussion technologies, 
AMP provides flexible and accessible opportunities for collaborative and interactive writing and 
learning, both with professors and peers. This engagement helps students become more media and 
information literate, fostering a greater sense of self-assurance and enhancing their ability for self-
expression. 

Publishing their writing on AMP allows students to experience a sense of accomplishment and 
satisfaction, as their work is accessible to a wider audience, boosting their confidence and overall 
happiness with their achievements (Kadir & Tasir, 2020). Additionally, using an e-book for 
maintaining an online journal enables students to discuss and reflect on their experiences. This process 
motivates them to better organize their material and make thoughtful decisions regarding the 
appropriate register and style for each task, driven by the commitment to meaningful exchange among 
their peers (Yamin et al., 2020). Overall, the implementation of AMP in educational settings can create 
a more engaging and supportive learning environment, promoting academic success and personal 
growth among students. 

1.3. Asynchronous Learning  

Asynchronous learning is often described as self-regulated, meaning that students have the ability 
to monitor and take responsibility for their own academic performance (De Bruin et al., 2011). The 
quality of learning may be significantly influenced by how effectively students can track their own 
progress. When students establish and follow consistent daily study routines, they are better able to 
comprehend information and acquire knowledge. Additionally, students who can self-regulate are 
more likely to improve their academic performance because they are more aware of the strategies they 
should use or prepare for in the future (Mahlberg, 2015). 

1.4. Review of Related Research 

The previous study examined the implications of increasing learners' motivation and repertoire of 
strategies for improving vocabulary size and depth (Lee et al., 2022). It focused on students' 
perceptions of online learning during the COVID-19 pandemic, investigating how students managed 
to pass exams without traditional classroom settings (Wijayanengtias & Claretta, 2020). Creative 
strategies in learning English (Masykuri et.al., 2022; Parapi et al., 2020; Masyakuri, 2022) were found 
to motivate students by reducing anxiety and enhancing contextual visuality. This investigation 
involved an in-depth, qualitative approach, utilizing both interviews and surveys to gather data. The 
findings indicated that students at the University of Bengkulu had a positive perception of online 
learning. Another study conducted during the COVID-19 pandemic at the University of Bengkulu 
(Yunita & Maisarah, 2020) revealed a strong relationship between students’ motivation and strategies 
in learning a second language. Additionally, research on "Practicing TEFL Using ICT" at IAIN 
Salatiga found that learning English through infographics had both advantages and disadvantages, 
highlighting the challenges and motivations of students (Muna, 2019). 

In light of these considerations, the present study aims to address the following research questions: 

1. What are students’ perceptions of the usage of asynchronous apps in learning reading 
comprehension? 

2. How does the usage of asynchronous apps raise students’ attention? 



ISSN 2621-6485 English Language Teaching Educational Journal 191 
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2. Methodology  

In this study, an empirical approach was adopted for the descriptive research. The aim was to 
understand first-year students' perceptions at Altai State Pedagogical University, Russia Federation, 
regarding the use of Asynchronous Media Platform (AMP) for English reading comprehension. Data 
were collected via an online questionnaire, following a systematic procedure. First, the researchers 
designed the questionnaire. Then, the respondents completed the questionnaire, which was made 
available through Google Forms. The study focused specifically on first-year Russian-speaking 
students. The questionnaire consisted of 15 items, where respondents indicated their level of 
agreement or disagreement using a Likert scale ranging from strongly satisfied (SS) to strongly 
dissatisfied (SD). The instrument measured students' competence in reading comprehension, 
categorizing their scores into five levels: Very Low (VL), Low (L), Medium (M), High (H), and Very 
High (VH). This classification provided a detailed description of the students' reading comprehension 
abilities (Table 1). 

Table 1.  Mean score interpretation based on interval 

No. Interpretation of mean score Interval mean score 

1 VL 1.00 – 1.79 

2 L 1.80 – 2.59 

3 M 2.00 – 3.39 

4 H 3.40 – 4.19 

5 VH 4.20 – 5.00 

a.  (Source: Educational Planning and Research Division, MOE, 2006) (Zakaria et al., 2015) 

3. Finding and Discussion 

3.1. Findings 

The results of this investigation are presented in this section. A Likert scale from 5 to 1 was used 
to score the questionnaire items: 5 for "strongly satisfied (SS)," 4 for "agree," 3 for "fair (F)," 2 for 
"disagree (D)," and 1 for "strongly dissatisfied (SD)." The table below presents the research findings 
for each indicator. 

Table 2.  Scoring pre-test and post-test  and students’ satisfactory 

Pre-test Post-test 

No. Student 
Interval mean 

score 
Interpretation 

Interval 

mean 

score 

Interpretation Value 

1 ВК VL 1.79 M 3.30        SS  

2 АН L 2.00 M 3.20        SS  

3  ВШ L 2.39 H 3.48        SS  

4 ДА L 2.39 M 3.30         SS  

5 

6 

7 

8 

9 

10 

11 

12 

13 

14 

15 

МР 

ЭВ 

КК 

УM 

АБ 

MC 

TC 

ДЛ 

СШ 

Ш 

М 

M 

VL 

V 

L 

M 

M 

H 

M 

L 

L 

L 

2.18 

2.20 

1.49 

1.80 

2.20 

2.18 

3.30 

2.18 

2.20 

2.39 

2.30 

H 

L 

M 

H 

H 

H 

VH 

H 

H 

VH 

H 

3.40 

3.30 

3.18 

3.30 

3.30 

3.40 

4.30 

3.40 

3.48 

4.20 

3.30 

SS 

SS 

SS 

SS 

SS 

SS 

SS 

SS 

SS 

SS 

SS 

                                                                         2.19.                             3.45 

 

In Table 2, the total population consists of 15 students. The pre-test results, displayed on the left 
side, show an average score of 2.19, indicating a low level of satisfaction in the class. The researchers 
did not use AMP for scaffolding during this phase. On the right side, the post-test results demonstrate 



192 English Language Teaching Educational Journal   ISSN 2621-6485 

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 Masykuri, E. S. et al. (First-year-students' perceptions of asynchronous media platform …..) 

a significant improvement, with the average score rising to 3.45, suggesting strong satisfaction with 
the scaffolding provided.  

Table 3 provides detailed points from the 15 questions posed after the post-test to the same class. 
Students shared their opinions through Google Forms.   

Table 3.  Descriptive table of students’ perception towards AMP as an English reading media 

No  Statement  SD  A  F  S  SS  M         Value     

1  AMP makes student easier to learn 

vocabulary. 

0  0  12  2  3  3.30  SS  

2  AMP makes students learn 

more enthusiastically. 

0  0  11  2  2  3.80  SS  

3  AMP is more fun. 1  0  12  2  1  3.80  SS  

4  Students can learn anywhere and anytime. 0  0  8  2  3  3.00  S  

5  AMP can improve students’ 

understanding in text contextually. 

0  0  9  0  6  3.00 S  

6  Getting the hang of reading by utilizing 

AMP can't work on my inspiration in 

picking up reading. 

0  0  11  4  0  3.30  SS  

7  Learning reading by using AMP can help 

me focus more. 

0  0  3  12  0  3.00  S  

8  Students have issues utilizing AMP as a 

result of restricted smartphone offices, 

restricted web bundles, and helpless sign 

issues. 

0  0  7  3  5  3.60  SS  

9  AMP is difficult to use because of the lack 

of students’ understanding of how to 

operate. 

0  0  13  2  0  3.80  SS  

10 

 

Learning reading by using AMP is made 

me  

easier to resume what I have read. 

0  0  12  2  1  4.00  SS  

11    AMP is a learning process that utilizes 

internet networks as a learning tool. 

0  0  4  11  0  2.80  F  

12    AMP makes it simple for students or 

educators to impart and communicate 

whenever and anyplace. 

0  0  9  6  0  2.80  F  

13 AMP can save time in the learning 

process 

0  0  6  9  0  2.80     F  

14 Learning English using AMP is a waste of 

internet data. 

 0  0  14  1  0  3.00     S  

15     In light of the refinement of innovation in 

this advanced period, AMP can keep on 

being created. 

0  0  7  8  0  3.00  S  

          Total average      3.32  SS 

 

The findings of this study indicate that students generally agree with the statement that "Learning 
to read by using AMP makes it easier for me to resume what I have read." Additionally, the statements 
"AMP can save time in the learning process," "AMP makes it simple for students or educators to 
impart and communicate whenever and anyplace," and "AMP is a learning process that utilizes 
Internet networks as a learning tool" received a "fair" rating (F), suggesting that while students agree, 
they are not completely satisfied with these aspects. 

An analysis of the data from the digital questionnaire revealed that the majority of first-year 
students have a favorable view regarding the use of AMP for English reading. The mean score of the 
questionnaire was 3.40. However, many students still encountered difficulties when using AMP, with 
the software recording a mean score of 3.40, placing it in the "High" category. 

Table 3 illustrates that students agree that using AMP presents several challenges, including limited 
mobile phone capabilities, restricted internet packages, and weak signal quality. The calculated mean 



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 Masykuri, E. S. et al. (First-year-students' perceptions of asynchronous media platform …..) 

score of 3.40, which falls within the "High" category, reinforces this conclusion. These results provide 
a clear understanding of students' perceptions regarding the five indicators previously discussed. 

Table 4.  Descriptive statistics of problems faced by students’ perception towards AMP as an English reading 

material 

No  Statement  SD  A  F  S  SS  M  SD  Interpretation  

6  Concentrating on 

reading by utilizing 

AMP can't work on my 

inspiration in picking 

up reading. 

0  0  11  4  0   2.8  F  

8  Students have issues 

utilizing AMP due to 

restricted smartphone 

offices, restricted web 

bundles, and helpless 

sign issues. 

0  0  6  0  9   3.0  SS  

9  AMP is hard to utilize 

due to the absence of 

students' understanding 

the utilization of web 

websites. 

0  0  13  2  0   3.0    S  

14     Using AMP is wastefu  

of internet data. 

 0  0  14  1  0   3.0  S 

 Total        3.4  High 

 

3.2. Discussion 

  The discussion highlights that AMP, which focuses on the Know – What I already know, Want 
– What I want to know, Learn – What I learned (KWL) method, is a creative learning medium that 
can motivate students to improve their skills. This approach provides students with new experiences 
beyond the subject matter, fostering a broader scope of learning. Self-regulated learning fosters 
independence among students as they manage their own learning schedules, focus areas, and goals 
(Adie et al., 2018; Gardner, R.C., 1985; Hill & West, 2020). Integrating AMP via smartphones is 
crucial for learning English in the context of Education 4.0 0  (Kusuma et al., 2021; Parapi et al., 2020; 
Santoso et al., 2018; Masykuri et.al., 2022). This material emphasizes vocabulary building, aiming to 
extend students' vocabulary and comprehension. Effective vocabulary acquisition requires strategic 
techniques and combinations of tactics (Kojik-Kabo & Lightbown, 1999; Zhang & Lu, 2015).  

Motivation plays a significant role in vocabulary acquisition, which is a key component of learning 
(Dörnyei & Dewaele, 2023). Technology allows students to enhance their English vocabulary in 
various contexts, enabling them to read anywhere and anytime. According to Tables 2 and 3, most 
first-year students accepted the change and did not experience self-anxiety, recognizing that anxiety 
can lead to complex self-perceptions and behaviors related to language acquisition (Asysyfa et al., 
2019; Dewaele & Saito, 2024). Autonomous learning benefits from teacher feedback, helping students 
set goals and self-motivation strategies. This platform aids in problem analysis and evaluation, 
reflecting the dynamic nature of social environments and cultural practices. The study's findings 
indicate that teacher feedback enhances students' ability to self-regulate their English language 
learning, consistent with previous research showing that feedback activities encourage self-regulated 
learning (Vatoy & Smith, 2019). 

In response to the second research question, the study found that AMP can increase students’ 
attention. AMP functions effectively by presenting content that appeals to young learners, such as 
text, comic strips, animations, and movies. These visual aids (Fig.1-3) scaffold understanding while 
reading. The asynchronous learning platform's smartphone-based accessibility allows students to read 
articles anywhere and anytime, enhancing their learning experience. 

The integration of AMP not only improves students' engagement but also supports their 
autonomous learning by providing flexible and accessible learning tools. These findings underscore 
the potential of AMP to enhance vocabulary acquisition and reading comprehension, ultimately 
contributing to students' academic success. 



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 Masykuri, E. S. et al. (First-year-students' perceptions of asynchronous media platform …..) 

 

 

Fig. 1.  Asynchronous Media Platform for Learning English 

 

Fig. 2.  Collection of books, notebooks, modules, and workbooks 

 

Fig. 3.  Reading comprehension material for test A2 

 

4. Conclusion 

This study found that first-year students have a high perception of AMP as an English reading 
medium, with a mean score of 3.55, indicating strong satisfaction. This suggests that learning to read 
with AMP is easier and fosters students' enthusiasm. However, the effectiveness of AMP was hindered 
by poor internet connectivity, resulting in a mean score of 3.40, categorized as 'High.' This issue led 
to decreased interest and difficulty in comprehension among students. Despite these challenges, 
students exhibited enjoyment and curiosity rather than anxiety, demonstrating strong self-belief and 
motivation to learn more. Future research should include teachers' perspectives to provide a more 
comprehensive understanding. 



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Acknowledgment  

Thank you to all the participants in this study who have given their time to provide information. 
We also thank Nebolsina Marina Sergeevna who kindly helped us in translating and interpreting 
Russian text, and also the rector of Altai State Pedagogical University who gave the permission for 
the study. 

 

Declarations 

Author contribution : Edi Sunjayanto Masykuri was responsible for the entire research 

project. He also led the writing of the manuscript and the 

collaboration with the second author. Vоrоnushkinа Olesya 

Vlаdimirоvnа, supervised the first author and acts as an advisor and 

helped to find the correct method, managed the analysis, and revised 

the manuscript. Mezentsev Ivan Evgenevich proofread the final draft 
and revised. 

  Funding statement : This research did not receive any funding.  

Conflict of interest 

Declaration of ethics           

 

: 

: 

The authors declare no conflict of interest. 

We as authors acknowledge that this work has been written based on 
ethical research that conform with the regulations of our university 
and that we have obtained the permission from the relevant institute 
and participants when collecting data. 
  
We support English Language Teaching Educational Journal, 
(ELTEJ) in maintaining high standards of personal conduct, 
practicing honesty in all our professional practices and endeavors. 
 

Additional 
information 

: No additional information is available for this paper. 

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	1. Introduction
	1.1. Student’s Perception in Language Learning
	1.2. Enhancing Student Learning with Asynchronous Media Platforms
	1.3. Asynchronous Learning
	1.4. Review of Related Research

	2. Methodology
	3. Finding and Discussion
	3.1. Findings
	3.2. Discussion

	4. Conclusion
	Acknowledgment
	Declarations

	REFERENCES

