This study examines the implications of semiotics for English college students learning literature in an asynchronous online environment. It seeks to understand how English teachers and students perceive the use of semiotics and online tools in asynchronous classes. The study also aims to identify how students cope with online literature learning and potential outputs to address challenges. A descriptive qualitative case study was conducted with 30 English major students through semi-structured interviews and consensual qualitative research analysis to provide insights into how semiotics can support literature appreciation in flexible online learning environments.

1. IMPLICATION OF SEMIOTICS
TO HYPERFICTION: THE CASE
OF ENGLISH COLLEGE
STUDENTS IN ASYNCHRONOUS
LEARNING
CHRISTY D. BATAICAN
RACHEL B. OROCIO
BSEd English IV

2. KEY TERMS
What is Semiotics?
 Conceptual definition: the study of signs and
symbols and of their meaning and use. (Oxford
University Press, 2021)
 Operational definition: In this study, it refers to
the types of linguistics that have an implication
to hyperfiction in an asynchronous literature
class.

3. KEY TERMS
What is Hyperfiction?
 Conceptual definition:nonlinear fiction created
in electronic hypertext form and containing
multiple plot developments, endings, etc., that
can be evoked interactively. (The Random House
Unabridged Dictionary, 2021)
 Operational definition: In this study, it refers to
the electronic materials observed by the English
students in their literature classes.

4. KEY TERMS
What is Asynchronous Learning
 Conceptual definition: is a general term used to
describe forms of education, instruction, and
learning that do not occur in the same place or
at the same time. (Great Schools Partnership,
2014)
 Operational definition: In this context, it refers
to the kind of teaching-learning experience in a
virtual format where students learn
hyperfiction.

5. WHAT TO EXPECT?
 We will be discussing the main issue or problem:
 Examining the implication of semiotics to
hyperfiction in an asynchronous class.
 Determining the coping mechanism of English
college learners in learning literature in a virtual
format.
 Identifying the intended output that may be
developed to remediate the challenges in
learning literature in online learning.

6. BACKGROUND OF THE STUDY
Due to the tremendous effect of the COVID-19
pandemic, educational systems in our country
decided to a near-total closure of schools,
universities, and colleges. As a result, students tend
to adapt their electronic materials to bridge their
learning experience. In the field of literature learning,
English students are challenged to cope with their
online literature classes. After all, the learning
experience of the students was disrupted by this
pandemic.

7. BACKGROUND OF THE STUDY
In this case, students are less motivated to explore
literature, for there is no extrinsic motivation from
their facilitator in literature learning. In a recent
survey, 76% of undergraduates and 56% of graduate
and professional students pointed to low motivation
as their biggest obstacle to online learning success.
This lack of motivation stems directly from the many
other challenges that online students face like
difficulty learning in a virtual format and distracting
home environments (Combatting Lack of Motivation
in Online Learning, 2021).

8. BACKGROUND OF THE STUDY
It has been said that the traditional way of learning
literature can only bring a mundane atmosphere and
may not enlighten them while reading any literary
pieces for they have a lack of understanding and
appreciation to its context. Especially the mode of
learning gradually shifted into asynchronous learning,
without careful intervention, learning literature may
only succumb to rote learning and memorization, and
submitting of any online assessment and evaluation
for compliance purpose without a meaningful
learning experience drilled in an asynchronous class.

9. BACKGROUND OF THE STUDY
With the integration of semiotic in an asynchronous
learning, students became active in deconstructing
any literary pieces. For they have clearer
understanding since they have activated their
procedural skills to have a discourse and constructive
way of reading aided of multimedia like images and
videos compared to just simply reading a plain text
that will provide a new context for non-linearity in
literature and reader interaction.

10. BACKGROUND OF THE STUDY
This study will give an opportunity for the researchers
to explore the implications of semiotics to
hyperfiction for English learners in an asynchronous
learning. The Digital Fiction International Network
(DFIN) has been exploring new avenues of defining
and implementing approaches in analyzing digital
fiction to develop a range of tools and associated
terminology for digital fiction analysis.

11. BACKGROUND OF THE STUDY
It simply shows in particular as to what Landow
claims that it is “the element that hypertext adds to
writing” (13). Learning literature is an arduous task,
especially in a flexible mode of the learning
environment. But with the use of semiotics to
hyperfiction, learning literature became easy and
comprehensive.

12. BACKGROUND OF THE STUDY
Therefore, embracing semiotics in one’s pedagogy for
English learners will be a help for literature
appreciation.

13. STATEMENT OF THE PROBLEM
Specifically, it seeks answers to the following
questions:
1. How do English teachers perceive the use of
semiotics in an asynchronous mode of learning?
2. What online tools were exposed to the
English learners in an asynchronous learning
mode?
3. How do English learners cope with learning
literature in a virtual format?
4. What output may be developed based on the
results of the study?

14. EPISTEMOLOGY AND THEORETICAL PERSPECTIVES
Constructivism Theory
 Constructivism can be traced back to educational
psychology in the work of Jean Piaget (1896–1980)
identified with Piaget's theory of cognitive
development. Piaget focused on how humans make
meaning in relation to the interaction between
their experiences and their ideas.
 Whereas a teacher gives a didactic lecture that
covers the subject matter, a facilitator helps the
student to get to his or her own understanding of
the content. Learning is therefore done by
students' “constructing” knowledge out of their
experiences.

15. EPISTEMOLOGY AND THEORETICAL PERSPECTIVES
Constructivism Theory
 According to the University at Buffalo, constructivism
is the theory that says learners construct knowledge
rather than just passively take in information. As
people experience the world and reflect upon those
experiences, they build their own representations
and incorporate new information into their pre-
existing knowledge (schemas). Consequences of
constructivist theory are that: students learn best
when engaged in learning experiences rather
passively receiving information. Because knowledge
cannot be directly imparted to students, the goal of
teaching is to provide experiences that facilitate the
construction of knowledge.

16. SIGNIFICANCE OF THE STUDY
The results of the study are beneficial to the
following:
Students. This will provide the students an
avenue to appreciate semiotics that is linked to
hyperfiction so that they will be more responsive
to the literature in the electronic world.
Teachers. It will serve as the baseline of
information for teachers if the students are more
interested in learning with the use of semiotics
rather than simply reading a text in literature
given that they are observing asynchronous
learning. It will allow them to engage with the
students in a more meaningful way.

17. SIGNIFICANCE OF THE STUDY
The results of the study are beneficial to
the following:
Administrator. The results of this
study will gain insights and will be able to
support the development of learning.
Researchers. It will motivate future
researchers to explore more about the
application of semiotics linked with
hyperfiction. The result of this study may
also be used as baseline data.

18. METHODOLOGY
Methodological Perspective
The study adopted a descriptive-qualitative research
employing a single case study design.
According to Lazar, J. et, al(2017) Case studies use
extensive examination of individuals and groups
facing specific challenges. Case studies involve in-
depth, in-context examination of a small number of
cases, using multiple data sources analyzed through
qualitative methods to build nuanced descriptions
capturing the complexities of the environments in
question.

19. METHODOLOGY
Possible goals of case studies include
exploration of design opportunities; explanation
of activities in context; descriptions of systems,
contexts, or processes, and demonstration of
the successful use of novel tools. Case studies
may be intrinsic—only of interest to a specific
situation—or instrumental, hoping to generate
insights of more general interest.

20. METHODOLOGY
Context of the Study
Figure 1. Map showing where the CapSU Pontevedra located
(Source: Google Map)

21. METHODOLOGY
Informants of the Study
The informants of the study were the thirty (30)
BSEd English major students who are officially
enrolled at Capiz State University, Pontevedra
Campus during the academic year 2021-2022.

22. METHODOLOGY
Data Gathering Procedure
Letter of Consent
to the Dean’s
Office
Administering of
Semi-Structured
Interview via Google
form
Collecting of
Data
Analyzing of
gathered data
Act on
Results
Figure 2. Data gathering procedure.

23. METHODOLOGY
Data Analysis Procedure
.
Semi-
structured
interview
(Google
Forms)
Consensual
Qualitative
Research
(CQR)
data analysis
Insights of BSEd English
students
(Implications of
semiotics to
hyperfiction
(asynchronous class)
NVivo In-depth
analysis
Figure 3. Analysis of the data gathered.