Understanding English teachers’ non-volitional use of online teaching during the COVID-19 pandemic: A Chinese study

System ◽  
2021 ◽  
pp. 102574
Author(s):  
Fang Huang ◽  
Timothy Teo ◽  
Jiayi Guo
Keyword(s):  
Online Teaching ◽  
English Teachers ◽  
Chinese Study

scholarly journals THE CHALLENGES OF ENGLISH TEACHERS IN REMOTE AREAS TOWARD ONLINE LEARNING DURING COVID-19 PANDEMIC

2021 ◽  
Vol 4 (4) ◽  
pp. 728
Author(s):  
Niely Fawaidah Virgin ◽  
Imam Qalyubi ◽  
Zaitun Qamariah
Keyword(s):  
Qualitative Research ◽  
Online Learning ◽  
Online Teaching ◽  
Interactive Media ◽  
English Teachers ◽  
Additional Time ◽  
Teaching Online ◽  
Remote Areas ◽  
Financial Condition ◽  
Teaching Learning

This study aimed at investigating the challenges and  identifying the way the English teachers solve the challenges toward online teaching during Covid-19 pandemic. This study was qualitative research. Three instruments were used to collect the data, those are: open-ended questionnaire, interview and documentation. As a result, this study showed that there were eight challenges experienced by the English teachers in remote areas toward online teaching during Covid-19 pandemic, those are: (1) inadequate infrastructure; (2) student’s learning attention; (3) financial condition; (4) students readiness; (5) parent’s concern; (6) designing materials; (7) measuring student’s understanding, and (8) the instability of student’s motivation. During teaching-learning process, there were various ways in overcoming the challenges done by the English teachers, those are: (1) create an interactive media; (2) decide the most suitable online learning tool; (3) give additional time for the students; (4) provide adequate facilities for both teacher and student in remote areas. Keywords:  Challenge, Covid-19 Pandemic, English Teaching, Online Learning

scholarly journals Online Teaching During Covid-19: How to Maintain Students Motivated in an EFL Class

2020 ◽  
Vol 6 (2) ◽  
pp. 157-171
Author(s):  
Sol Smith Fuentes Hernández ◽  
Anderson Naren Silva Flórez
Keyword(s):  
Learning Process ◽  
Online Teaching ◽  
English Teachers ◽  
Research Approach ◽  
Access To Information ◽  
Challenges And Opportunities ◽  
E Learning ◽  
Geographical Position

This study aims to know the e-learning modality that stimulates students' learning process according to twenty-two English teachers in Santander, Colombia, and the correlation between learners' motivation and the challenges and opportunities in an online EFL class. To carry out this study, a mixed research approach was applied. To gather such information, a questionnaire was sent to the participants via email. Once data was scrutinized, it was found that this group of English teachers view synchronous encounters and access to information regardless of the geographical position as elements that can positively impact the students' motivation levels. Furthermore, this sample stated their role is significant, especially when mediating online lessons.

scholarly journals English Teachers’ Perception toward the Switch from Offline to Online Teaching during lockdown in the Midst of Covid-19 Outbreak

2021 ◽  
Vol 3 (2) ◽  
pp. 250-260
Author(s):  
Muhammad Nashir ◽  
Roudlotun Nurul Laili
Keyword(s):  
Online Learning ◽  
Online Teaching ◽  
English Teachers ◽  
Research Approach ◽  
Additional Time ◽  
Face To Face ◽  
The Subject ◽  
Face To Face Learning ◽  
Interesting Learning

Education is one of the sectors that is badly influenced by covid-19 pandemic where the learning process is carried out from home. This sudden pandemic requires teachers to switch from face-to-face learning into learning domain with technological network. The objective of this study was to describe English teachers’ perception toward the switch from offline to online teaching during lockdown in the midst of covid19 outbreak. The subject of study was 50 English teachers of Senior High School in Banyuwangi. The research method was case study with qualitative research approach. The data needed collected by distributing Google form questionnaire and interview. The result of study indicated that English teachers’ perception about online teaching have not been performed properly, they stated that only for about 35% students who were active and really serious in carrying out online learning and collecting the assignments given on time because of lacking flexibility and access from teachers in controlling students’ learning activities. 68% teachers felt that their workload was heavier if compared to face-to-face learning because they need additional time to operate appropriate online learning media and package interesting learning in order to be able to increase students’ motivation and desire in English lesson.

scholarly journals Nepalese EFL Teachers’ Digital Literacy for Online Teaching

2021 ◽  
Vol 3 (1) ◽  
pp. 61-70
Author(s):  
Mohan Singh Saud
Keyword(s):  
Secondary School ◽  
Digital Literacy ◽  
Online Teaching ◽  
Word Processing ◽  
Mode Of Delivery ◽  
English Teachers ◽  
Literacy Skills ◽  
School Level ◽  
Snowball Sampling ◽  
Secondary School Level

The face-to-face mode of delivery had significantly been affected by the COVID-19 pandemic. Due to its spread, the government had suspended the traditional classroom teaching system, requiring its alternative online teaching instead. Accordingly, English teachers needed to be prepared with the necessary digital literacy skills for effective online teaching. Considering this situation, this study sought to survey the digital literacy skills of secondary school level English teachers of Nepal to check their preparedness for online delivery. A questionnaire was prepared through Google Docs and circulated to English teachers through emails and Messenger. Data was collected using the snowball-sampling method. Altogether, 426 English teachers across the country participated in this study. This study found that secondary school-level English teachers possess the necessary digital literacy skills like word processing, the use of the Internet, downloading, online presentations, and hence, are prepared for an online teaching mode.

scholarly journals English Teachers' Reflections and Lessons Learned in Language Teaching During COVID-19 Pandemic

2021 ◽  
Vol 5 (1) ◽  
pp. 50-61
Author(s):  
Komilie Situmorang ◽  
Santa M Pramusita ◽  
Dwi Y Nugroho ◽  
Michael R Sihombing
Keyword(s):  
Thematic Analysis ◽  
Teaching Strategies ◽  
Lived Experiences ◽  
Online Teaching ◽  
Language Teaching ◽  
English Teachers ◽  
Lessons Learned ◽  
Teachers And Students ◽  
Narrative Frame ◽  
Personalised Feedback

This study seeks to find out the English teachers' reflections and lessons learned in language teaching during the pandemic. The method used was a guided narrative frame in which the teachers from the suburban wrote down their feelings and lived experiences. The data was analysed using thematic analysis and presented in themes. The findings indicate that the teachers found it challenging at the beginning of their online teaching. Both the teachers and students faced problems including economic situations, tech problems and mental struggles. Interestingly, this finding is similar to the outskirt teachers and students' problems. Besides, the teachers have learned the most vital things during their language teaching in the early year of the pandemic. They continuously shift their teaching strategies, provide personalised feedback to support the students' engagement, and become adaptable teacher-learners.  Suggestions are provided for both teachers and policymakers.

scholarly journals English Teachers’ Conceptions of Formative Assessment in Online Teaching

2021 ◽  
Vol 16 (1) ◽  
pp. 177-186
Author(s):  
Wanda Lisyowati ◽  
Wiyaka Wiyaka ◽  
Entika Fani Prastikawati
Keyword(s):  
Formative Assessment ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Teaching Experience ◽  
English Teachers ◽  
Structured Interview ◽  
Educational Background ◽  
Formative Assessments ◽  
Online Classroom ◽  
Online Teaching And Learning

Formative assessment is one type of assessment that is commonly implemented in teaching and learning. However, to carry out a formative assessment, teachers need to adjust the conceptions of formative assessment in the online teaching and learning environment. This descriptive qualitative study aimed to determine the English teacher's conceptions of formative assessment in online teaching and learning. To gather the data, the writers used a closed-questionnaire and semi- structured interview. Furthermore, two English teachers participated as the sample of this study. These two English teachers were selected based on several predetermined conditions; teaching experience and educational background. The result of this study shows that both English teachers have a good conception of formative assessment in online teaching. They consider that the application of formative assessments in the online classroom is easy and does not need complicated requirements in its implementation. In addition, formative assessment can help English teachers monitor the progress of their students so that they can prepare better future lesson plans according to the conditions of their students in the online teaching and learning process.

scholarly journals Indonesian English Teachers’ Perceptions on Using Online Teaching Platforms

2022 ◽  
Vol 1 (1) ◽  
pp. 100-105
Author(s):  
Johari Nur ◽  
Rizky Gushendra
Keyword(s):  
Teacher Perceptions ◽  
Online Teaching ◽  
English Teachers ◽  
Learning Processes ◽  
Ease Of Use ◽  
Quantitative Approach ◽  
English Teacher ◽  
Teachers Perceptions ◽  
The Subject ◽  
Teaching Learning

Due to Covid-19 Pandemic, all teachers in Indonesia are required to teach students remotely using appropriate online teaching platforms. There various teaching platforms to be utilized such as Whatsapp, Edmodo, Google Classroom, Ruang-Guru, Kahoot, Google Meet, Zoom Cloud, etc. These platforms enable the teachers to simply interacting with the students in teaching-learning processes. The objective of this research is to explore the Indonesian English teacher’ perceptions on using online teaching platforms. This research uses a quantitative approach. The subject of this research is 40 English teachers of Senior High Schools in Kampar, Riau. Questionnaires are used as a technique of collecting data. Results prove that most of the English teachers have positive perceptions on the usefulness, ease of use, and accessibility aspects of online teaching platforms.

scholarly journals EFL Teachers’ Challenges and Insights of Online Teaching amidst Global Pandemic

2021 ◽  
Vol 4 (3) ◽  
pp. 277
Author(s):  
Arif Nugroho ◽  
Dwi Ilmiani ◽  
Agnira Rekha
Keyword(s):  
Online Learning ◽  
Online Teaching ◽  
Teaching Method ◽  
Classroom Interaction ◽  
English Teachers ◽  
Learning Activities ◽  
Learning Materials ◽  
Learning Platform ◽  
Global Pandemic ◽  
Efl Teachers

<p class="AbstractText">The unexpected shift of English language teaching from face-to-face classroom interaction to online learning activities using digital platforms has resulted in a number of challenges for English teachers and students. Hence, examining the teachers’ challenges and their insights of the online learning activities is highly required. The present study sheds some light on university EFL teachers’ challenges and insights of online learning activities amidst global pandemic. Drawing on the data collected using self-written reflections and semi-structured interviews from 17 Indonesian EFL teachers, the results revealed that the absence of an e-learning platform, lack of students’ motivation and engagement, and time consuming to prepare online learning materials became the primary challenges of the teachers. The results further portrayed that developing a representative digital platform, designing online learning materials, and improving the quality of teaching method were several valuable insights from the teachers. The results of this study contribute to providing fruitful advices for English teachers, students, and school authorities to enhance the efficacy of online teaching and learning activities, particularly during the global pandemic.</p>

Fuzzy processing system for psychological pressure of English teachers at work based on analysis of online teaching video

2021 ◽  
pp. 1-10
Author(s):  
Zheng Jin
Keyword(s):  
Expert System ◽  
Psychological Health ◽  
Online Teaching ◽  
Evaluation Model ◽  
Processing System ◽  
English Teachers ◽  
Knowledge Representation And Reasoning ◽  
Health Evaluation ◽  
Fast Pace ◽  
Psychological Pressure

Due to the fast pace of modern online English teaching and the complicated teaching relationship, English teachers face increasing pressure in teaching work, which easily leads to various psychological problems. In view of this, based on theoretical results and expert experience in the field of psychological pressure of English teachers, this paper uses fuzzy processing systems and fuzzy weighted logic inference theory to establish a knowledge base in the field of psychological health and an evaluation model for psychological pressure of English teachers. Moreover, this paper carries out knowledge representation and reasoning on the knowledge of psychological health theory, and applies the evaluation reasoning model to the expert system of psychological health evaluation of English teachers to finally design and realize the expert system of psychological health evaluation of English teachers based on fuzzy weighted logic. Finally, this paper designs experiments to verify the system performance. The research results show that the system’s data processing speed and the accuracy of the evaluation results of psychological stress of English teachers meet the actual needs.

scholarly journals Pre-service English teachers’ perceptions of their online teaching practice during pandemic times

2021 ◽  
Vol 9 (SPE1) ◽  
Author(s):  
Paola Julie Aguilar-Cruz ◽  
Deicy Lorena Medina
Keyword(s):  
Online Teaching ◽  
Teaching Practice ◽  
Narrative Research ◽  
English Teachers ◽  
Research Approach ◽  
Materials Development ◽  
Teachers Perceptions ◽  
Lack Of Commitment ◽  
Low Motivation

This paper investigates pre-service English teachers’ perceptions on their online teaching practice during pandemic times, focusing on issues related to technology, materials development and gamification. Accordingly, a qualitative narrative research approach was implemented to deeply inquiry pre-service English teachers through interviews and artifacts. It is concluded that even though pre-service English teachers had to face different concerns related to their online teaching practice, such as students’ lack of commitment, low motivation and connectivity issues because of the pandemic, still they were capable of understanding and reflecting upon their role as teachers and used technology and gamified activities to overcome their concerns.

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