scholarly journals Investigating E-Learning Readiness During the COVID-19 Pandemic Among Malaysian ESL Teachers: What are the Limitations of Current Scales?

2021 ◽  
pp. 41-46
Author(s):  
Asmaa AlSaqqaf ◽  
Hu Ke
Keyword(s):  
English Language ◽  
Language Teachers ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
Learning Readiness ◽  
Technological Readiness ◽  
E Learning ◽  
English Language Teachers ◽  
Technological Skills ◽  
The Government

The quick spread of the COVID-19 pandemic across the globe has seriously affected all aspects of individuals’ lives including the educational sector. In response to this pandemic in Malaysia, the government implemented a Movement Control Order (MCO) on 18 March 2020, where the whole country was put on lockdown. Yet, the teaching and learning activities had to continue during this period, a process that was carried out through a full reliance on e-learning. This paper attempted to investigate the level of e-learning technological readiness among English language teachers to utilize e-learning in teaching during the MCO in Malaysia. A total of 68 English language teachers responded to an online cross-sectional survey that measured technological skills readiness based on Chapnick’s (2000) e-learning readiness model. Results showed that during the MCO in Malaysia, English language teachers were technologically ready to use e-learning in teaching. However, these findings contradict the latest reports that highlight a number of challenges faced by Malaysian teachers in conducting online classes. This inconsistency could be attributed to the limitations identified in the existing e-learning surveys and questionnaires that deal with extremely limited aspects of technological readiness. Hence, this research stresses the urgent need to develop up-to-date scales that can comprehensively address the various aspects of the advanced technological skills that should be mastered by teachers and educators, especially in this era of the Fourth Industrial Revolution (IR4.0).

scholarly journals A Review of Digital Skills of Malaysian English Language Teachers

2019 ◽  
Vol 14 (02) ◽  
pp. 139 ◽  
Author(s):  
Mohd Zulhilmi Che Had ◽  
Radzuwan Ab Rashid
Keyword(s):  
English Language ◽  
Language Education ◽  
Digital Natives ◽  
Language Teachers ◽  
Ict Integration ◽  
English Language Education ◽  
Digital Skills ◽  
E Learning ◽  
English Language Teachers ◽  
The Government

This paper reviews the use of digital skills among teachers to teach English language lesson at schools in Malaysia. It starts by tracking the scenario of digital natives in Malaysia who are studying at school. Next, it reviews the government policies related to the integration of ICT in education especially in English language education as the government has invested a large amount of money to roll out the plan. This is followed by the discussion on teachers’ digital skills in conducting English language classes. It reveals that the barriers of ICT integration are the lack of system support and teachers’ reluctance to adopt the integration in English language lesson. This paper also reviews the courses of continuous professional development among language teachers as to deliver e-learning effectively. This paper concludes the ICT integration in English language lessons is vital and the teachers have to equip themselves with adequate digitals skills to meet digital natives’ expectations in learning English.

scholarly journals E-Learning readiness among English language teachers at secondary schools in Sabah-Malaysia

2020 ◽  
Vol 2 (2) ◽  
pp. 120
Author(s):  
KE HU ◽  
Asmaa AlSaqqaf ◽  
Suyansah Swanto
Keyword(s):  
Secondary Schools ◽  
Human Resource ◽  
English Language ◽  
Language Teachers ◽  
Cronbach’S Alpha ◽  
Learning Readiness ◽  
Five Dimensions ◽  
Cronbach's Alpha ◽  
E Learning ◽  
English Language Teachers

This paper aims to assess the reliability of the instrument adapted to identify the level of e-learning readiness among English language teachers at secondary schools in Sabah, Malaysia. Five dimensions selected from Chapnick’s (2000) E-Learning Readiness Model (i.e., psychological readiness, technological skills readiness, equipment readiness, content readiness, and human resource readiness) were subjected for investigation. Using a simple random sampling, this quantitative research employed an online cross-sectional questionnaire to collect data from English language teachers at different secondary schools in Sabah. 72 English language teachers responded to the online questionnaire, where Cronbach’s alpha was used to test the reliability of the questionnaire items. Findings demonstrate that the overall Cronbach’s alpha of the survey reached 0.871. Further results show that the Cronbach’s alpha of the five dimensions ranges between 0.826 scored by Human Resource Readiness and 0.886 reported by Technological Skills Readiness. These findings show that the questionnaire is highly reliable to be used within the context of Sabah secondary schools. Limitations of the study and recommendations for further research are discussed.

scholarly journals Teaching English as a Foreign Language in Iraq

2018 ◽  
Vol 2 (4) ◽  
pp. 409-446
Author(s):  
Bushra Saadoon Al - Noori
Keyword(s):  
Foreign Language ◽  
English Language ◽  
College Of Education ◽  
Language Teachers ◽  
First Year ◽  
Staff Members ◽  
Ibn Rushd ◽  
English Language Teachers ◽  
The Government ◽  
Daily Plan

Baghdad University is located in Baghdad; the Capital of Iraq, consists of many colleges via Sciences and Humanities , for example: College of languages, College of Arts, College of Education for Women and College of Education /Ibn Rushd and others. Each one of these Colleges consists of various departments. Our department is the English Department for four academic years. In the First year, we have four sections of more than fifty students each. Our students are boys and girls and all of them are going to be English Language Teachers because all these four academic years will make them qualified to be so. The government helps them to find jobs immediately after graduation. In these four years, our students spend 45 days in schools as a student - teacher and the staff members are visiting those two or three times to evaluate them in relation to the method of teaching and daily plan. Staff members will evaluate the way of treating the pupils in the secondary school, their way of teaching, their confidence inside the classrooms and many other points.

scholarly journals Virtual or face to face classes: Ecuadorian university students’ perceptions during the pandemic

2021 ◽  
Vol 4 (1) ◽  
pp. 15
Author(s):  
Julia Sevy-Biloon
Keyword(s):  
English Language ◽  
Language Teachers ◽  
Online Classes ◽  
Face To Face ◽  
Hard Time ◽  
Turbulent Times ◽  
National University ◽  
E Learning ◽  
Pros And Cons ◽  
English Language Teachers

Due to the pandemic, classes have moved online for 2020-2021, and a return to face-to-face classes in the National University of Education (UNAE) in Ecuador is unknown. Students studying in the undergraduate program to be English language teachers are slowly adapting to this new form of E-learning, and some have found that they prefer online classes, while many are waiting for the day they return to classes. The objective of this study is to look at the pros and cons given by 69 students discussing why taking classes virtually or face to face is a better option for EFL and being an ELT professional in these turbulent times.  Some prefer online learning for various reasons such as safety, comfort, economic reasons, and having more time in general. While some find E-learning difficult and want to return to synchronous classes because they feel there is little interaction between classmates and teachers, cannot practice English authentically, cannot get clarification from the teacher, have a hard time concentrating online, and there are constant internet connection issues. In conclusion, this information has great importance for teachers today who are struggling to teach in this new medium and teach to the needs of their students to aid in their planning and will contribute to future teachers who will teach online. 

scholarly journals A Comparative Study of Flipped-Learning and E-Learning in ELT Teacher Education

2019 ◽  
Vol IV (II) ◽  
pp. 430-437
Author(s):  
Ejaz Mirza ◽  
Muhammad Haseeb Nasir
Keyword(s):  
Focus Group ◽  
Focus Group Discussion ◽  
English Language ◽  
Group Discussion ◽  
Language Teachers ◽  
Pedagogical Practices ◽  
Independent Learning ◽  
Flipped Learning ◽  
E Learning ◽  
English Language Teachers

Advancement in technology has brought a positive change in pedagogical practices. The development started with the integration of technology as a tool for teaching and has reached e-learning and Flipped-learning. In this study, the features of e-learning and Flippedlearning are compared from the perspective of technology and pedagogy in practice. To collect the data, English language teachers of public sector colleges and universities, who had attended online courses and blended courses, were selected for focus group discussion through purely judgmental sampling. The questions for focus group discussion were based on the Stephen Bax's (2003) criteria to compare different phases of CALL. The research highlights that flipped-learning gives more support and freedom to the learner to work at his own pace, whereas e-learning gives more opportunities for independent learning. There is no face-toface interaction in e-learning, whereas, in flipped-learning, the learners get a chance to interact in real-time. The participants of e-learning courses were urged to incorporate some sort of realtime interaction, whether online or face-to-face.

scholarly journals Teaching English to Young Learners in Mexico: Teachers’ Perceptions About Their Teaching Contexts

2020 ◽  
Vol 22 (1) ◽  
pp. 125-139
Author(s):  
Tania Millán Librado ◽  
Nora M. Basurto Santos
Keyword(s):  
Public Schools ◽  
Foreign Language ◽  
English Language ◽  
Language Teachers ◽  
Structured Interviews ◽  
Teachers Perceptions ◽  
Negative Perceptions ◽  
English Language Teachers ◽  
The Government ◽  
Urgent Action

This paper discusses the perceptions that six English language teachers, from public schools in the south region of the state of Veracruz in Mexico, have about their particular teaching contexts. A qualitative approach was adopted, and main data collection was through semi-structured interviews. The results show that all teachers have mostly negative perceptions about their teaching conditions. It was concluded that urgent action is needed on the part of the government to improve the English as a foreign language scenario, especially now when the introduction of English as a foreign language has been proposed at even earlier ages in all levels of education in the country.

The Degree of Acquiring E-Learning Competencies by English Language Teachers from The Perspective of Government School Principals at Ajloun Governorate: درجة امتلاك معلمي اللغة الإنجليزية لكفايات التعليم الإلكتروني من وجهة نظر مديري المدارس الحكومية في محافظة عجلون

2021 ◽  
Vol 5 (41) ◽  
pp. 38-22
Author(s):  
Asmahan Hanna Rezkellah Jaddullah Asmahan Hanna Rezkellah Jaddullah
Keyword(s):  
English Language ◽  
School Principals ◽  
Descriptive Analysis ◽  
Language Teachers ◽  
Government School ◽  
Technological Developments ◽  
E Learning ◽  
English Language Teachers ◽  
Training Courses ◽  
Learning Competencies

This study aimed to identify the degree of acquiring the e-learning competencies by English language teachers from the perspective of government school principals at Ajloun Governorate. To achieve the objectives of the study, the researcher used the descriptive analysis approach, and a questionnaire for data collection; it consisted of (25) statements that were applied to the Sample of (130) principals. The results indicated that the degree of acquiring e-learning competencies by English language teachers from the perspective of government school principals at Ajloun Governorate was "high" with a mean of (4.35). Furthermore, there were statistical significant differences at (α ≤ 0.05) in the variable of educational level (primary and secondary) in favor of the secondary one. However, there were statistically significant differences due to the years of experience of the participants in favor of (10 years and more). The study ends with some recommendations; the most important one was conducting training courses for the English teachers to keep pace with the technological developments.

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