scholarly journals EFL Teachers’ Perception on Challenges of Online Teaching During Covid-19 Pandemic: A Case Study

2021 ◽  
Vol 04 (06) ◽  
Author(s):  
Huynh Thi Anh Tram ◽  
Keyword(s):  
Online Teaching ◽  
English Language ◽  
Course Design ◽  
Digital Platforms ◽  
Technology Competency ◽  
Online Test ◽  
Efl Teachers ◽  
Proper Training ◽  
Quantitative Analysis Method ◽  
Temporary Closure

Undeniably, the spread of COVID 19 pandemic has badly affected many sectors, and education is not the exception. It has led to the temporary closure of most educational institutions and the remarkable rise in online learning worldwide, where teaching is undertaken remotely and on digital platforms. The paper mainly aims at identifying challenges that teachers faced when teaching online EFL classrooms. The participants of this study are 6 teachers of English Department of Ba Ria – Vung Tau University (BVU) who have been teaching English language for years. The data was collected by using tool of questionnaire made online by using Google form. Descriptive method is employed to establish the existence of challenges; quantitative analysis method is used to analyze the data. The findings of the study reveal that many challenges faced by EFL teachers related to their lack of proper training for doing online class and related issues, lack of computer and digital technology competency, lack of time for online course design and online test preparation as well as student’s learning facilitation, motivation and interaction. Some recommendations, therefore, are also presented in this study.

scholarly journals Emergency Remote Teaching amidst Global Pandemic: Voices of Indonesian EFL Teachers

2021 ◽  
Vol 5 (1) ◽  
pp. 66-80
Author(s):  
Arif Nugroho ◽  
◽  
Mariam Haghegh ◽  
Keyword(s):  
Online Teaching ◽  
English Language ◽  
Language Teaching ◽  
Lesson Plan ◽  
Structured Interview ◽  
English Language Teaching ◽  
Digital Platforms ◽  
Teaching Activities ◽  
Global Pandemic ◽  
Efl Teachers

A number of research studies have been conducted to examine the practices and challenges of online English language teaching in the age of Covid-19 pandemic. However, research on the teachers’ insights and suggestions to overcome the challenges of the emergency remote teaching still remains unexplored. The present study shed some light on EFL teachers’ teaching activities, challenges, and insights of the emergency remote teaching amidst the global pandemic. The data were obtained from 27 Indonesian EFL teachers (17 female and 10 male) by means of self-written reflection and semi-structured interview. The results revealed that the emergency remote teaching activities were conducted by administering online forum and discussion, integrating social media, and designing interactive exercises. Notwithstanding the facts, the teachers encountered some challenges such as unfamiliarity with digital platforms, inability to provide quick feedbacks, and lack of students’ motivation and engagement during the remote teaching. In responding to the challenges, this study further depicted that joining professional development programs, creating representative lesson plan, and designing interactive online classroom activities could became alternative solution. These results contribute to the realm of English language teaching as fruitful insights and as a ‘wake-up call’ for educational stakeholders in order to enhance the efficacy of online teaching and learning, particularly during the global pandemic.

scholarly journals ELT During Lockdown: A New Frontier in Online Learning in the Saudi Context

2020 ◽  
Vol 11 (1) ◽  
pp. 44
Author(s):  
Uzma M. Hashmi ◽  
Hussam Rajab ◽  
Sayyed Rashid Ali Shah
Keyword(s):  
Online Teaching ◽  
English Language ◽  
Language Teaching ◽  
Real Life ◽  
English Language Teaching ◽  
Descriptive Research ◽  
Sequential Mixed Methods ◽  
New Frontier ◽  
Efl Teachers ◽  
Indispensable Tool

This study explores pedagogical challenges pertaining to the new online English Language Teaching (ELT) practices that emerged due to the covid-19 pandemic outbreak and the subsequent worldwide lockdown. Based on an explanatory sequential, mixed methods, descriptive research design, quantitative and qualitative data from 265 English as a Foreign Language (EFL) teachers in the Saudi context were collected by utilising a custom designed, twenty-two items on a psychometric five-point Likert items, open-ended questions, and a questionnaire. The quantitative data were statistically analysed using SPSS whereas the qualitative textual data were analysed employing the grounded theory. The findings of the study indicate that EFL teachers regard full scale online teaching as a challenging endeavour; however, a valuable and indispensable tool in language teaching, especially, during the outbreak of covid-19 pandemic. Furthermore, most of the participants prefer to receive more professional development opportunities based on real life teaching experiences in online ELT. The study presents suggestions and recommendations for further research.

Mobile Technologies Course Design

2020 ◽  
pp. 232-256
Author(s):  
Ozlem Zengin
Keyword(s):  
Teaching And Learning ◽  
English Language ◽  
Course Design ◽  
Positive Impact ◽  
English Language Teaching ◽  
Mobile Technologies ◽  
Structured Interviews ◽  
Ict Skills ◽  
Efl Teachers ◽  
Study Participants

Mobile learning has the potential to increase the opportunities to make teaching and learning available beyond the traditional classroom. The main aim of this study was to develop a mobile technologies course delivered online and explore the effects of this online course designed on mobile technologies on the use of ICT skills, attitudes, and views of EFL instructors. While employing mixed methodology, explanatory sequential research design was applied. In this study, participants were selected through convenient sampling and the data were collated through a questionnaire used as pre- and post-tests, followed by semi-structured interviews and class observations. The results of this study indicated that the online training course on mobile technologies had a positive impact on the use of ICT skills and EFL teachers' views in general. Further, attending the mobile technologies course delivered online was very beneficial and effective for the instructors in that it helped them to develop their skills on the use of mobile technologies in English language teaching.

Using WebQuest Approach in EFL for Project-Based Course Design

2012 ◽  
Vol 591-593 ◽  
pp. 2290-2293
Author(s):  
Han Cui ◽  
Yu Ping Tong ◽  
Jie Bao
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
English Language ◽  
Course Design ◽  
Low Cost ◽  
Learning Needs ◽  
Effective Learning ◽  
The Us ◽  
Efl Teachers ◽  
Specific Learning

Originated in the US, WebQuest has been popularized all over the world and gradually integrated into the EFL education. This paper offers a analysis of the needs and benefits of integrating WebQuest approach into EFL teaching in China, and highlights the pratice of designing a project-based course based on WebQuest. It is intended to assist the EFL teachers in utilizing this accessible and low-cost technology to design and implement effective learning activities that meet the specific learning needs of English Language Learners.

scholarly journals EFL Teachers' Experiences During the Pandemic: Stories From Rural Area in Tungkal Ilir District

2021 ◽  
Vol 8 (2) ◽  
pp. 297-308
Author(s):  
Pahrozi Ahmad ◽  
Anita Triastuti
Keyword(s):  
Online Learning ◽  
Online Teaching ◽  
English Teachers ◽  
Small Scale ◽  
Structured Interviews ◽  
Digital Platforms ◽  
Remote Areas ◽  
Teachers Experiences ◽  
Efl Teachers ◽  
Research Questions

ABSTRACTThis article explores the implementation of online learning by English teachers in the age of the coronavirus pandemic in the Tungkal Ilir district, West Tanjung Jabung Regency. This article examines two research questions: (1) How do EFL teachers describe their practices and perceptions of online learning during the pandemic, and (2) What challenges EFL teachers face while implementing online learning during the pandemic. In this small-scale qualitative study, three English teachers took part. Semi-structured interviews were used to gather information. The result revealed that teachers in remote areas used social media and digital platforms to carry out their online teaching. On the other hand, these teachers had some issues incorporating online learning. The problems can be divided into two categories: (a) unfamiliarity with the platforms and (b) inability to respond to students quickly. In addition, some suggestions are also given for further researchers to conduct a similar study. ABSTRAKArtikel ini membahas tentang implementasi pembelajaran online oleh guru bahasa Inggris di era pandemi virus corona di kecamatan Tungkal Ilir, Kabupaten Tanjung Jabung Barat. Artikel ini membahas dua pertanyaan penelitian: (1) Bagaimana guru EFL menggambarkan praktik dan persepsi mereka tentang pembelajaran online selama pandemi, dan (2) Apa tantangan yang dihadapi guru EFL saat menerapkan pembelajaran online selama pandemi. Tiga guru Bahasa Inggris diambil sebagai responden dalam studi kualitatif skala kecil ini.  Wawancara semi terstruktur digunakan untuk mengumpulkan informasi. Hasil penelitian menunjukkan bahwa guru di daerah terpencil telah menggunakan media sosial dan platform digital untuk melaksanakan pengajaran online mereka. Disisi lain, guru memiliki beberapa masalah dalam penerapan pembelajaran online. Masalah dapat dibagi menjadi dua kategori: (a) ketidaktahuan dengan platform dan (b) ketidakmampuan untuk merespon siswa dengan cepat. Selain itu, beberapa saran juga diberikan bagi peneliti selanjutnya untuk melakukan penelitian serupa.

Communication and the student experience in the time of Covid-19: An autoethnography

2022 ◽  
pp. 136216882110670
Author(s):  
Sheila Busteed
Keyword(s):  
Online Teaching ◽  
English Language ◽  
Course Design ◽  
Learning Experience ◽  
Communication Strategies ◽  
Online Communication ◽  
Education Programme ◽  
English Language Teaching ◽  
First Year ◽  
Teacher Observations

The Covid-19 pandemic creates physical barriers and raises issues about online learning and course design. These must be overcome in order to continue teaching three English language support papers in a transnational education programme. This autoethnography explores online communication strategies and their effect on students’ learning experience. Moodle logs, teacher observations and other qualitative data from the first year of emergency online teaching were evaluated. This analysis prompted several improvements to communication strategies. Additional forum activities, scaffolding and feedback have had a positive effect, and increased use of informal communication via WeChat has bolstered learner persistence. These findings can be applied to the design of other online and blended courses, especially those linked to English language teaching in China.

scholarly journals E-Classroom Interactional Competencies: Mediating and Assisting Language Learning During Synchronous Online Lessons

RELC Journal ◽  
2021 ◽  
pp. 003368822098527
Author(s):  
Benjamin Luke Moorhouse ◽  
Yanna Li ◽  
Steve Walsh
Keyword(s):  
Language Learning ◽  
Online Teaching ◽  
English Language ◽  
Teacher Educators ◽  
Language Teachers ◽  
Online Environment ◽  
Management Competencies ◽  
Face To Face ◽  
English Language Teachers ◽  
Synchronous Online

Interaction is seen by many English language teachers and scholars as an essential part of face-to-face English language classrooms. Teachers require specific competencies to effectively use interaction as a tool for mediating and assisting learning. These can be referred to as classroom interactional competence (CIC). However, the situation created by the ongoing global COVID-19 pandemic which began in early 2020, and the recent advancement in technologies have led to teachers conducting synchronous online lessons through video-conferencing software. The online environment is distinctly different from the face-to-face classroom and teachers require new and additional skills to effectively utilise interaction online in real time. This exploratory study used an online mixed-method survey of 75 university level English language teachers who had engaged in synchronous online teaching due to COVID-19, to explore the competencies that teachers need to use interaction as a tool to mediate and assist language learning in synchronous online lessons. Teachers were found to require three competencies, in addition to their CIC – technological competencies, online environment management competencies, and online teacher interactional competencies – which together constitute e-CIC. The findings provide greater insights into the needs of teachers required to teach synchronously online and will be of interest to teachers and teacher educators.

scholarly journals Digitalisation of Teaching and Learning as a Tool for Increasing Students’ Satisfaction and Educational Efficiency: Using Smart Platforms in EFL

2021 ◽  
Vol 13 (9) ◽  
pp. 4892
Author(s):  
Sandra Stefanovic ◽  
Elena Klochkova
Keyword(s):  
Foreign Language ◽  
Learning Process ◽  
Teaching And Learning ◽  
English Language ◽  
Learning Processes ◽  
Application Development ◽  
Mobile Platforms ◽  
Digital Platforms ◽  
Motivation For Learning ◽  
Study Programs

This manuscript aims to present possibilities for developing mobile and smart platforms and systems in teaching and learning the English language for engineering professionals in different engineering study programs. Foreign language teaching and learning processes are based on traditional methods, while in engineering and technical sciences, teaching and learning processes include different digital platforms. Therefore, the following hypotheses were stated. (H1) It is possible to develop a software solution for mobile platforms that can have a higher level of interactivity, and it may lead to better learning outcomes, especially in the field of adopting engineering vocabulary. (H2) Implementation of the developed solution increases motivation for learning and leads to a higher level of satisfaction with the learning process as a part of the quality of life. (H3) Students who have digital and mobile platforms in the learning process could have higher achievement values. This manuscript presents software application development and its implementation in teaching English as a foreign language for engineering and technical study programs on the bachelor level. Initial results in implementation and satisfaction of end users point to the justification of implementing such solutions.

Investigating the Emergence of Digital Platforms for Listening Learning Proficiency

Al-Lisan ◽  
2021 ◽  
Vol 6 (2) ◽  
pp. 209-224
Author(s):  
Tira Nur Fitria
Keyword(s):  
Teaching And Learning ◽  
English Language ◽  
English Language Teaching ◽  
British Broadcasting Corporation ◽  
Listening Skills ◽  
Voice Of America ◽  
Digital Platforms ◽  
British Council ◽  
Listening Strategies ◽  
Learning English

This study investigates the use of any platforms in English language teaching and learning, especially in listening skills. This research design is qualitative. From the result, it shows that some technologies available both online or offline include applications or platforms that provide many choices for listening to English, they are. 1) Music platform. These platforms can be found in PlayStore, such as Joox and Spotify recommends songs for listening skills. 2) Youtube channel. Many YouTube channels for learning English listening skills include 1) Voice of America (VOA), BBC Learning English, Learn English with TV Series, English with Lucy, and Oxford Online English. 3) Podcasts. Both BBC (British Broadcasting Corporation) and VoA (Voice of America). These Podcasts offer listening skills. The other podcasts are “The English We Speak, Podcast in English, Better at English, Luke’s English Podcast, Espresso English Podcast, Anchor FM” etc. 4) Websites that are pretty representative in practicing the listening skills such as Sound English, ESL-Lab, English listening, Ello, learn English British Council, Daily ESL, Story Nory, Story Line, which can be accessed. Learning English through several applications above can be an alternative for students in practicing and improving their English listening skills. Listening exercises can be carried out by using interesting listening strategies when learning English. It depends on the teachers/lecturers who teach listening subjects and the students who learn English materials.

scholarly journals A Review of Studies on Cognitive and Metacognitive Reading Strategies in Teaching Reading Comprehension for ESL/EFL Learners

2019 ◽  
Vol 12 (6) ◽  
pp. 94
Author(s):  
Aziza M. Ali ◽  
Abu Bakar Razali
Keyword(s):  
English Language Learners ◽  
Reading Comprehension ◽  
Reading Strategies ◽  
English Language ◽  
Efl Learners ◽  
Written Information ◽  
Efl Teachers ◽  
Correct Reading ◽  
Efl Students ◽  
Metacognitive Reading Strategies

Being able to read well is important for English language learners. Through the process of reading, the learner becomes an active participant in producing an interaction with the writer of the text through predicting, analyzing, summarizing and using other types of reading strategies. However, building such a connection between the reader and the written information of the text is complex and for English as a second language (ESL) and English as a foreign language (EFL) students, it can be quite difficult for them to apply different types of reading strategies. This article provides a review of literature on 27 studies on the teaching of reading strategies (particularly cognitive and metacognitive reading strategies) for ESL/EFL learners, which reveals that ESL/EFL teachers need to keep updating their teaching methods to meet the ESL/EFL students’ needs, particularly in the use of correct reading strategies. The authors also highlight some of the main issues that prevent ESL/EFL students from improving and developing their reading comprehension. Furthermore, the authors discuss and conclude the article by suggesting to ESL/EFL teachers some teaching strategies to be applied in the reading lesson to improve the ESL/EFL students’ use of reading strategies.

Sign in / Sign up

Export Citation Format

Share Document