Online English Courses and Test Proctoring Applications in Higher Education : Insights from Indonesian EFL Students

Student Satisfaction towards Online English ClassesStudent satisfaction in higher education institutions (HEIs) encapsulates the subjective experiences and perceived value derived from learning experiences (Liu, 2023).This concept has gained recognition as a credible measure of institutional efficacy and the quality of higher education within classroom-based research paradigms.The evaluation of student satisfaction is intricately linked to the imperative of assessing online education quality through a "student-centered" lens.This approach emphasizes the exploration of attitudinal and affective dimensions of online learning, particularly focusing on students' contentment with course designs that support their educational journey (Tian & Lu, 2022).A thorough understanding of students' satisfaction with their learning experiences can unveil opportunities to comprehensively grasp the implications of technological integration in teaching and learning processes within higher education.This encompasses considerations related to the pedagogical, administrative, and functional aspects of technology in online learning environments, aiming to meet student needs and facilitate the attainment of their academic goals more effectively (Zeng & Wang, 2021).Research concerning student satisfaction with online English courses in higher education globally yields diverse findings, stressing the critical role of interaction (student-content, student-peer, and studentinstructor), technology use, and instructional quality.Three empirical studies conducted involving EFL students at universities in China (Yang et al., 2023), Vietnam (Pham & Nguyen, 2021), and Indonesia (Ngo & Ngadiman, 2021) found that students' perceived utility and ease of technological use significantly influenced the relationship between perceived instructional quality and learner satisfaction, alongside moderating the intermediary impacts of learning engagement and experience on this relationship.The studies further highlighted the critical roles of digital literacy, reliable internet access, instructor presence and feedback, website content quality, and the benefits of peer feedback and group discussions in enhancing student satisfaction.Particularly, students reported an increase in satisfaction related to enhanced spoken communication skills, aligning with their educational aspirations.Specifically, Avsheniuk et al. (2021) in Ukraine emphasized the pivotal role of instructor presence and support in online knowledge acquisition.Teacher-initiated interactions in individual and group settings, effective communication, project design, and learning evaluation, collectively contribute to meeting student expectations and fostering positive attitudes towards online learning (Waluyo & Apridayani, 2024).Investigating student satisfaction in online learning environments is crucial for improving course design and student outcomes, particularly given the preference for traditional face-to-face instruction.Research by Tratnik et al. (2019) in Slovenia demonstrated significantly lower satisfaction with online English as a Foreign Language (EFL) courses compared to in-person classes, underscoring challenges in meeting communicative and socio-emotional learning needs.The study highlighted the necessity for increased student self-discipline and engagement to maintain motivation.Zhang and Zhang (2024) further explored student engagement in online English courses, noting its evolution through complex learner and contextual interactions.They identified language instruction, cultural educational differences, course delivery, technical support, and individual learner characteristics, such as proficiency and motivation, as key factors influencing engagement.This research emphasizes the importance of a multifaceted approach to online learning to address the diverse needs of students.