Abstract:

Abstract Synchronous learning engagement has been studied during the pandemic Covid-19.   However, few studies did investigate the engagement of Zen participants in particular courses.   This paper discusses the EFL Zen students' devotion to synchronous instructional research courses during disruption phase. The study focuses on the students’; miscellaneous preferences, commitments, and technological learning support, topic searching reports (TSR) and research proposals submitted (RPS). The design is a survey study with descriptive qualitative and quantitative data. 24 students were purposively chosen as total samplings.  3 instruments were employed to take data; Google forms (GF), electronic-observation, and reflection. The 24 participants answered questions 4 times in a semester through GF. The data were analyzed in descriptive and parametric statistics.  The result shows that the participants changed their time preferences due to divergent and convergent reasons. Google Meet and Zoom have caused different impacts and raised various insights. The majority engaged technologically at the basic level. This study reveals the poor quality of the participants in presenting some essential parts of a thesis proposal.  They faced various difficulties in presenting sections of their RPS. The statistics test shows a significant positive correlation between TPR and RPS (r =0.862, p<0.01).  This research implies that teachers need various scenarios to employ online platforms and charge more creative activities to harvest optimum learning outcomes.

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