Chapter 1

CARS MODEL- Create A Research Space

MOV 1- Establishing a territory

MOV 2- Studies that establish the niche

MOV 3- Occupying the niche

MOV1 Establishing a territory

 Topic Generalization – 250-350 words (topic generalization)

 What makes your research different from other research?
 Background information of your topic (ASYNCHRONOUS LANGUAGE LEARNING)

MOV2 Studies that establish the niche

 Presenting positive justification of the study

 Why do you need to study this?

MOV 3 Occupying the niche

 State a very specific amount of value of the present research

* USE 1 GLOBAL AND 1 LOCAL STUDIES in citing for each variable.

2-3 pages AS YOUR INTRODUCTION

* USE 2017 ONWARDS FOR RL AND RS

*SELECT RESEARCH STUDIES MORE THAN RELATED LIT

2 for first variable – FOREIGN THEN LOCAL

2 for second variable - FOREIGN THEN LOCAL

2 for third variable- FOREIGN THEN LOCAL

- THEORIES FOR EACH VARIABLES (latest reference)

CHAPTER 1

THE PROBLEM AND ITS SETTING

INTRODUCTION

THEORETICAL/ CONCEPTUAL FRAMEWORK

OPERATIONAL FRAMEWORK

- OPERATIONAL MODEL
- STATEMENT OF THE PROBLEM
- STATEMENT OF HYPOTHESIS
- ASSUMPTIONS OF THE STUDY
- SCOPE AND DELMITATION
- SIGNIFICANCE OF THE STUDY
- DEFINITION OF TERMS
 Covid-19 pandemic has a profound impact on student’s learning and students must adapt to a new mode

of learning to ensure the continuity of education. Although various online and distance learning modalities have

been subject in the field of the study and many universities, schools, and students select this kind program

voluntarily and in some instances that is just applicable in that place and situation, it is quite different when

Covid-19 strike globally in early 2020 that force schools and universities to shutdown face-to-face classes and

with no option but for every student to adapt to online and distance learning modality. This sudden adaptation to

online teaching and learning due to the COVID-19 pandemic challenged the digital readiness of teachers and

students all over the world (Bao, 2020; Crawford et al., 2020; Demuyakor, 2020; Händel et al., 2020;

International Association of Universities, 2020 as cited in Frabiz et al., 2021).

Taking into consideration of how the learners cope with the new trends of learning, we need to hear their

reaction and know how they feel towards this abrupt change in the teaching-learning process. Even if they don’t

agree with the situation specially in the asynchronous type of learning, it is necessary to know how they accept

this and be able to tolerate the situation. Their tolerance can be seen on their attitudes towards asynchronous

learning
Attitudes is defined as an organizational structure of beliefs, feelings, and behavioral tendencies toward socially

crucial objects, groups, events, or symbols (Hogg and Vaughan, 2005 as cited in Alshahrani, et al, 2017). There

are many aspects that impact the attitude of the students either negatively or positively. According to the study

made by Afroz, et al., (2021), the most frequently cited positive aspects of online learning experience of the

students are cost and time-effectiveness, safety, and improve participation while the most recurrent negative

aspects are distraction, reduced focus, problems with technology and the internet, lack of ICT knowledge, poor

network infrastructure, limited availability educational resources, low attendance of learners, uncooperative

learners and insufficient support from instructors and colleagues.