Implications of New Normal Education in English Language Learning: Narratives of Purposive Communication Students

Abstract

Learning was considered an immortal aspect that a time can never pass through; it may change the course of delivery or whether the standardized demand can be annotated or not, however, learning budded to a more flexible and leveled approach to attend the needs of the learners. As the context circled in the middle of a pandemic, this research paper explored the implications of the new normal education to English language learning. Lensed with specificity, in narrative-based, dimensions of learning and learning mechanisms were interpreted in a cross-sectional manner to further discussions of how learners adapted the educational shift; in regard to open learning embedded with the challenges faced-on was about flexible learning situations, intercultural communication in aid with coping strategies addressed diversity of the learners towards learning, and self-efficacy attached with learning accountability examined the individual’s belief for an academic endeavor. Further, learning factors were reiterated in view to how influences matter in the language learning. Using the triangulation design, convergent model in specific, of mixed research method (Creswell, et al., 2003), extracted data merited significant body of knowledge on language learning on a narrative-based and quantified implications of the educational shift to ELL. The concept within the context of language learning was verified more than the demand of situation, was actually the adaptation and responsiveness as learning never ceased to surrender at any cost. This paper significantly shared the new normal education simply implied introspection to overly see dimensions designed and framed for the highest possible academic success; driven by the central character, the learners, and other key agents in the process.