scholarly journals Online Teaching Self-Efficacy – How English Teachers Feel During the Covid-19 Pandemic

2021 ◽  
Vol 3 (1) ◽  
pp. 1-17
Author(s):  
Shzh-chen Nancy Lee ◽  
Chie Ogawa
Keyword(s):  
Self Efficacy ◽  
Online Teaching ◽  
Language Teaching ◽  
English Teachers ◽  
Communicative Language Teaching ◽  
Formative Assessments ◽  
Self Management ◽  
Teaching Online ◽  
Online Teachers ◽  
Teaching Paradigm

The transition from traditional face-to-face to online teaching during the Covid-19 pandemic happened so rapidly that most teachers started teaching without enough training, preparation, and knowledge of online teaching. In order to better understand this current teaching paradigm, the present research examined how English teachers perceive their own ability to teach online. It investigated English teachers’ self-efficacy to teach online by surveying 138 EFL university teachers in Japan. A survey with 29 Likert-scale and two open-ended questions was developed to examine four latent constructs of online English teaching self-efficacy: technology, pedagogy, communicative language teaching, and self-management. Results of the survey found that English teachers were highly self-efficacious toward teaching online. They were most self-efficacious toward the usage of technology, followed by pedagogy, communicative language teaching (CLT), and least efficacious toward self-management when teaching online. Teachers had high self-efficacy for using different online platforms, organizing group work activities, and conducting formative assessments for evaluation. On the other hand, teachers had lowest self-efficacy for maintaining the balance between research and teaching activities. This paper concludes with some pedagogical implications for English teachers when teaching online.

scholarly journals Analyzing Japanese University English Teachers’ Self-Efficacy to Teach Online

2021 ◽  
Vol 2020 (1) ◽  
pp. 81
Author(s):  
Nancy Shzh-chen Lee ◽  
Chie Ogawa
Keyword(s):  
Self Efficacy ◽  
Online Teaching ◽  
Linear Regression Analysis ◽  
English Teachers ◽  
Multiple Linear Regression Analysis ◽  
Teaching Online ◽  
Face To Face ◽  
Relative Contribution ◽  
Integration Of Technology ◽  
Time Usage

The 2020 Covid-19 pandemic changed the delivery of many classes from face-to-face to online. This study was an attempt to investigate online English teaching self-efficacy by surveying 138 university English teachers in Japan during the pandemic. A survey with 30 Likert-scale items was developed to examine four latent constructs of online teaching self-efficacy: pedagogy, technology, communicative language teaching (CLT), and self-management. In addition, how these constructs correlated with each other as well as the relative contribution of the participants’ background variables and questionnaire subscales to overall self-efficacy were examined. Results showed that teachers were highly self-efficacious about teaching online especially with the integration of technology but were not self-efficacious to manage themselves online especially with time usage. In addition, multiple linear regression analysis showed that the four constructs predicted the participants’ overall self-efficacy, but their background variables did not impact their overall self-efficacy to teach online. 2020年Covid-19パンデミックで多くの授業が対面からオンラインに切り替わった。本研究では、日本の138名の大学英語教員へのアンケート調査によるオンライン授業に対する自己効力感を調査した。30項目のリッカート尺度を用いた質問項目では、自己効力感の四つの潜在的構成要素（教授法、テクノロジー、コミュニカティブ・ランゲージティーチング、自己管理）を調べた。加えて、これらの構成要素間の相関関係を調べ、さらに潜在構成要素と教員層データがオンライン授業全体に対する自己効力感にどの程度影響するのか分析を行った。結果、英語教員はオンライン授業に対しての自己効力感が高いことが明らかになった。教員がテクノロジーに対して高い自己効力感を持ったものの、自己管理、特に時間の利用に対しては自己効力感が低かった。また回帰分析では、四つの構成要素は英語教員の全体的な自己効力感を説明するが、教員層データは影響を及ぼさないことがわかった。

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 An Empirical Study on Motivation to School Teachers in the Maldives during the COVID 19 Pandemic

2021 ◽  
Vol 13 (2) ◽  
pp. 645-653
Author(s):  
N.V. Deepak Nandan ◽  
Dr.M. Sulaipher
Keyword(s):  
Professional Identity ◽  
Self Efficacy ◽  
Online Teaching ◽  
Extrinsic Motivation ◽  
School Teachers ◽  
Online Teachers ◽  
Effective Strategies ◽  
Intrinsic And Extrinsic Motivation ◽  
Academic Year ◽  
Rapid Shift

The COVID 19 pandemic has affected all walks of life; as a result over 100 million children are away from school. The mass university closure and a forced transition to online teaching are to minimize disruptions to the academic year. Many inexperienced online teachers are expected to find the rapid shift from in-person to online teaching hard, and it is a "great experiment" that has to be studied. The study looked into the motivations of Maldivian instructors who were compelled to shift to remote online teaching as a result of the COVID-19. Teachers' self-efficacy refers to their capacity to handle responsibilities and problems in the workplace, and it has an impact on academic achievement. During the COVID-19 epidemic, this study intended to offer an in-depth investigation of the influence of intrinsic and extrinsic motivation on self-efficacy in teachers. The author is attempting to adopt more effective strategies to improve teachers' professional identity and job satisfaction in order to increase the efficacy of teachers, ensure the effectiveness of online teaching, and maintain sustainable development during the epidemic by collecting data from Maldivian schools.

scholarly journals The multipurpose entrance examination: Beliefs of expatriate ELT faculty

2013 ◽  
Vol 37 (1) ◽  
pp. 9 ◽  
Author(s):  
Melodie Cook
Keyword(s):  
Public Relations ◽  
Language Teaching ◽  
English Teachers ◽  
Negative Influence ◽  
Communicative Language Teaching ◽  
Entrance Examination ◽  
Tertiary Level ◽  
Entrance Examinations ◽  
Teachers Perceptions ◽  
Entrance Exams

Entrance examinations for Japanese universities have come under fire from various sources for having a negative influence on communicative language teaching (Cook, 2010; Sakui, 2004; Sato & Kleinsasser, 2004), for being less valid and reliable than they could be (Brown, 2000; Leonard, 1998; Murphey, 2004), and for largely not having been written by experts (Aspinall, 2005). While these criticisms may be valid to some extent, it is important to realize that university entrance exams may only marginally serve pedagogical purposes; their economic, social, and public relations functions may, in some cases, even outweigh educationally-related concerns. This paper presents some initial findings from an exploratory Japan-wide study of tertiary-level, expatriate English teachers’ perceptions of entrance examination creation (specifically with regard to the English portion) and results reveal that these tests may be fulfilling more functions than we might at first expect. 日本の大学入試は、「コミュニカティブ・ランゲージ・ティーチングに負の影響を持つ」（Cook, 2010; Sakui, 2004; Sato & Kleinsasser, 2004）、「妥当性・信頼性に欠ける」(Brown, 2000; Leonard, 1998; Murphey, 2004)、「概して専門家によって作成されていない」(Aspinall, 2005)、など、様々な研究から批判を浴びてきた。これらの批判はある程度妥当かもしれないが、大学入学試験における教育的な目的の役割はごくわずかに過ぎないと認識することが重要である。入試の経済的・社会的・広報的機能が、場合によっては、教育関連の関心を上回ることさえある。本論では、日本全国の高等教育機関に従事する外国人英語教師の入試問題作成（特に英語の試験）への認識に関する探索的研究から得られた初期の調査結果を提示し、その結果、入試が当初の予想以上に多くの機能を果たす可能性があることを明らかにする。

scholarly journals Faculty Training for Online Teaching: Roles, Competences, Contents

2019 ◽  
Vol 28 (2) ◽  
pp. 51-62 ◽  
Author(s):  
Mansur F. Galikhanov ◽  
Gulnara F. Khasanova
Keyword(s):  
Online Learning ◽  
Online Education ◽  
Professional Education ◽  
Online Teaching ◽  
Core Competencies ◽  
Virtual Learning Environment ◽  
Online Environment ◽  
Teaching Online ◽  
Online Teachers ◽  
Training Faculty

An important trend in higher education is an increasing use of digital technologies and an expansion of online-learning formats, which poses new challenges for university faculty to master the pedagogical competences in teaching online.Universities are forced to expand their educational activities in the online environment, and to involve an increasing number of teachers in the design and delivery of online courses. However, faculty members often do not have the necessary skills and competencies, and their experience in the use of digital technology is insufficient. Meanwhile, the success of online teaching depends not only on advanced methods and technologies, but first of all on the quality of faculty involved. An important issue is how teachers are trained to perform these tasks. To ensure the effectiveness of online education, the Institute of Further Professional Education of the Kazan National Research Technological University is developing approaches to training faculty for the transition to virtual learning environment. They should take into account factors, incentives and barriers affecting faculty’s participation in online teaching, and analyze changes in the activities of teaching stuff in the online environment.The paper dwells on the foreign experience in training faculty for online teaching. We analyzed publications considering new roles and competencies of online teachers, barriers and motivations that encourage faculty to participate in online learning. The paper gives an overview of the content of foreign training courses aimed at the formation of a complex of subject, pedagogical and technological competences of faculty related to online teaching. The main goal of the analysis was to determine the core competencies of online teachers, so that to reflect them in the program of training faculty for teaching online.

scholarly journals Being and becoming online teachers

2021 ◽  
Vol 30 (1) ◽  
pp. 30
Author(s):  
Jennifer Branch-Mueller ◽  
Jerine Pegg ◽  
Mijung Kim ◽  
Trudy Cardinal
Keyword(s):  
Narrative Inquiry ◽  
Online Teaching ◽  
Online Classroom ◽  
Teaching Online ◽  
Online Teachers ◽  
Collective Experience ◽  
Classroom Communities ◽  
Stories To Live By ◽  
Autobiographical Narrative ◽  
Being And Becoming

In this paper, we retell the process of our collective autobiographical narrative inquiry into our experiences of teaching online.  Our research wonders come from two questions, What is online teaching? and, Who are we in this space? Early in our time together we came to understand how our individual backgrounds, experiences, and perspectives have influenced the ways we see, create, and navigate our place, and our students’ place, in online classroom communities.  We also came to understand how the stories to live by that we carried of becoming “teacher” shaped the ways we live and experience online teaching. From this collective experience we see the potential and value of autobiographical narrative inquiry for all those being and becoming online teachers.

The Plain Hard Work of Teaching Online

2011 ◽  
pp. 191-207
Author(s):  
Dianne Conrad
Keyword(s):  
Online Teaching ◽  
Learning To Teach ◽  
Hard Work ◽  
Social Aspects ◽  
Teaching Online ◽  
Online Teachers ◽  
Effective Application ◽  
Novice Instructors ◽  
New Challenges ◽  
Teacher Centered

Learning to teach online presents new challenges to even seasoned instructors. In an age of technological wizardry, the author of this chapter proposes that there are no secrets to good online teaching. However, the effective application of sound pedagogy online requires time, effort, and planning. Using Collins and Berge’s framework for online teaching, this chapter outlines how novice instructors’ adaptation to the new medium must include attention to the pedagogical, managerial, technical, and social aspects of teaching. In so doing, online teachers are encouraged to move from a didactic, teacher-centered paradigm to a constructivist-based model where community and collaboration are valued equally with content.

scholarly journals ENGLISH TEACHERS’ VOICES ON COMMUNICATIVE LANGUAGE TEACHING FOR READING IN INDONESIAN RURAL CLASSROOMS

2018 ◽  
Vol 76 (5) ◽  
pp. 649-662
Author(s):  
Martin Kustati ◽  
Yunisrina Qismullah Yusuf ◽  
Nooreiny Maarof
Keyword(s):  
Teacher Development ◽  
Rural Areas ◽  
Language Teaching ◽  
English Teachers ◽  
Communicative Language Teaching ◽  
Teaching Reading ◽  
Teachers Perceptions ◽  
Rural High Schools ◽  
Self Confidence ◽  
West Sumatra

The aim of this research was to find out whether English teachers teaching in rural areas in Indonesia are incorporating the Communicative Language Teaching (CLT) approach in their reading classes. The mixed research design included questionnaires, observations and interviews. A questionnaire was administered to 144 teachers in 68 rural high schools in Padang, West Sumatra. Out of these teachers, eight were chosen to be interviewed, and observations were conducted in their classes. Findings of the questionnaire showed that English teachers’ perceptions and attitudes are generally positive towards CLT in teaching reading. However, the results from observations and interviews with the teachers indicated that a majority of teachers still implemented the traditional (teacher-centred) approach in teaching reading compared to the student-centred approach as suggested by CLT. The preferred choice of teaching methods in teaching reading was influenced by several factors; namely, the students’ low proficiency level, their low degree of self-confidence and motivation, large class sizes, limited teaching schedule, and the teachers’ insufficient knowledge on CLT implementation. Finally, this research suggests that if Indonesia expects its policy of learning reform to be successful, intensive and consistent teacher development must be well-organized, and sufficient resources must be allocated so that all schools, especially those in rural areas, can meet the objectives. Keywords: communicative language teaching, English as a foreign language, reading, teachers’ voices, rural areas.

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