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Virtual online teaching was adopted at the Iraqi educational institutions: schools and universities when COVID-19 break out. It was the only alternative to revival the education sector after locking down schools and universities by the condition of the quarantine. The scenario of locking down schools and universities after the spread of COVID-19 pandemic pushed stakeholders and decision makers to switch the educational process to the online mode (Thi1 &Minh, 2021). This sudden shift arose many issues and challenges which was faced by both teachers as well as learners, soon questions about the validity and authenticity of the educational process and outcomes were raised. The current study seeks to uncover hidden issues and challenges which English language teachers at Diyala University encounter at this critical period 2019-2022. A semi-structured interview was utilized as the instrument of this small scale qualitative and descriptive study. The qualitative raw data obtained from the interview transcripts were thematically coded and analyzed. The finding were interpreted in two directions: first: failure of the new online teaching process in obtaining the desired educational outcomes outlined by the ministries of education and higher education due to several reasons: uncontrolled examination session which led to student cheating and resulted in unauthentic grading marks. In addition to internet connection issues which is added to the teachers burden and affect negatively EFL teaching process. Secondly: it was proven that online teaching can be beneficial in the sense that it can save time and effort if new strategies of assessment were adopted, intensive training courses for teachers as well as students were applied, in addition to providing good internet service for both student and teacher. © 2023 Otjivanda Presse.Essen. All rights reserved.
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The COVID-19 global health crisis of 2020 forced the physical closure of Turkish educational institutions. This case study describes how a 12-week English preparatory course used project-based learning (PBL) in an Istanbul-based university. It describes how a midcourse switch from classroom-based face-to-face course delivery to online delivery became an example of an adaptive educational solution turning the negative impacts of the pandemic into educational opportunities facilitated through the normalized, realistic use of digital technologies. The study explores the original educational context in which the course was offered and, also, the guiding principles of the course design, the educational, emotional, logistical, and technological challenges posed by this transition, and the response to these challenges. The study concludes, using data collected from course instructors and students, with an analysis of the learning impact of the course and a discussion of implications and possibilities arising for future iterations and potential application to other online teaching and learning situations. © Springer Nature Switzerland AG 2021. All rights reserved.
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This chapter takes a snapshot of the current situation in terms of secondary school English teachers' capacity to engage in teaching remotely, as has been necessary during the COVID-19 pandemic, in three distinct locations within Asia – India, Malaysia, and Taiwan. In addition, taking account of the potential effects of COVID-19, it seeks to uncover any mismatch between teachers' theoretical understandings of what remote teaching of English language classes involves and what has been happening in practice. It is based upon a small-scale qualitative study that used questionnaire data from English teachers working in secondary schools in different locations and interview data from academics working in the field of English language teacher education in each location. Through the data, the study revisits how teachers' capacity to teach remotely is modelled as well as making recommendations in terms of supporting and training teachers to deliver classes remotely and the need to pay attention to both teacher and student wellbeing in order to make remote teaching sustainable. © 2023, The Author(s), under exclusive license to Springer Nature Switzerland AG.
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AJOL : The Coronavirus (COVID-19) has disrupted the process of teaching and learning in unprecedented ways. There has been a shift in the way lesson presentation takes place in many classrooms. In particular, the COVID-19 safety measures (social distancing and wearing of masks) threaten learner-centred teaching in rural English First Additional Language (FAL) classrooms. As a result, there is a need to explore the impact of the COVID-19 safety measures on learner-centred teaching in rural English FAL classrooms. To achieve this aim, the study raises these questions: how do COVID- 19 safety measures disrupt learner-centred teaching in rural English FAL classrooms? How do rural English FAL teachers implement learner-centred teaching while adhering to the COVID-19 safety measures? The study adopts a qualitative research design and uses Document Analysis and Online interviews to generate data from eleven participants.Following thematic analysis, data revealed that the COVID-19 safety measures negatively impact learner-centred teaching in rural English FAL classrooms. The challenges include ineffective monitoring and scaffolding, difficulty engaging in concrete and cooperative learning, limited opportunities for creativity, and distorted communication.In response, the paper recommends various strategies to lessen the impact of the COVID-19 safety measures on learner-centred teaching in rural English FAL classrooms. These include: strengthening the home-school connection, creating a supportive classroom environment, incorporating fun activities in collaborative learning activities, and providing activities that encourage independent learning
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The global events of the 21st century, especially during its second decade, contributed to rising rates of mental and emotional health issues around the world, including depression, anxiety, and social isolation. These concerns, which were compounded by the COVID-19 pandemic, are reminding policymakers, scholars, and stakeholders in the field of education about the importance of well-being in schools and in learning. English language teachers' well-being directly affects their effectiveness, teaching practices, classroom atmosphere, teacher-student relationships, and students' well-being and performance, to name a few. In the same way that teacher preparation and knowledge affect teachers' performance, so does teacher well-being. With the purpose of situating teacher well-being in English language teaching (ELT), this chapter provides a brief overview of existing published works highlighting the effects of well-being on teachers' personal and professional lives. It introduces the topic of well-being and teacher well-being in ELT. The chapter divides the manuscript into three main sections, each addressing a salient topic affecting language teacher well-being-namely, emotions in ELT, work-life balance in ELT, and services and supports in ELT. It introduces the topic with a vignette, followed by a brief overview of the literature. (PsycInfo Database Record (c) 2023 APA, all rights reserved)
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Online and blended teaching has been implemented in many higher education institutions for several decades now. However, the COVID-19 pandemic forced many institutions to change their face-to-face and blended teaching into exclusively online teaching. This resulted in a more frequent and different use of tools and teaching genres (i.e., digital genres) that could eventually lead teachers to the exploration of different teaching approaches. Some research has already focused on digital genres and their characteristics. However, the pandemic has disclosed new practices and applications, which have received limited attention up to now. The aim of the present research is to find out the effect of the COVID-19 crisis on English language teaching concerning the use of multimodal digital genres and tools. English language lecturers in 18 countries were surveyed in April 2020, in the early stages of the pandemic, and then 1 year later, in April 2021. Their answers show that, although most institutions moved to online teaching, it was in the frame of ‘emergency remote teaching', as there was no real change in methodology. Indeed, teachers reported having learnt and used new tools for their online teaching. Some of them also mentioned the pedagogical advantages and specificities of digital genres for online teaching. Yet, results from the present study show that such expansion of emergent technologies has not led teachers to a further reflection on their teaching practices and ultimately to the adoption of a different pedagogy. © 2023, The Author(s), under exclusive license to Springer Nature Switzerland AG.
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This article describes the teaching practices of two K–12 English language teachers in the Philippines at the time of the COVID-19 pandemic. Data used in the study came from the interview of the two teachers, and a content analysis of some modules that they used. The study utilised Canagarajah's critical pedagogy framework to describe the extent to which the teachers' reported teaching practices, and the modules they used localised the teaching of English. Results revealed that teachers localised mostly in the level of content and strategies, but considered the language of the texts they used in the classroom to make sure that the meaning and form of the texts were accessible to their students. Moreover, localising was done only as ‘praxis', and not as a ‘mode of inquiry', so students were not made aware of their social positioning. Implications for curriculum design and teacher development programmes are discussed. © 2023 Informa UK Limited, trading as Taylor & Francis Group.
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Despite evidence on the benefits of mentoring with beginning teachers, little is known about the impact of mentoring on experienced teachers. Based on a qualitative research design, this study explores mentoring with 11 teachers of English as an additional language (four mentors and seven mentees) during the COVID-19 epidemic. Data were gathered through mentees' journals, interviews, and documents. Drawing on thematic analysis, mentees were found to improve their teaching practice and develop their professional knowledge. Specifically, they displayed more sensitivity to learners, unleashed creativity, improved class management, strengthened relationships, increased motivation, and developed reflective competencies. The study argues that mentoring can allow all English language teachers to build knowledge with other teachers from their own experiences and for other teachers and educational stakeholders. © 2023, Universidad Nacional de Colombia. All rights reserved.
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This phenomenological research aimed to investigate the reflections of 34 pre-service English teachers and 31 lecturers on distance education during the COVID-19 pandemic in Turkey. An online interview form was employed as data collection tool. The participants were sent the online form to collect their reflections on their online learning/teaching experiences during the pandemic. These reflections were analysed using phenomenological research steps. At the end of the analyses, distance education was found to be useful for improving the participants' technological literacy skills and delivering theoretical courses. However, it was found to be inappropriate for practical courses such as teaching practicum and community service practices. Furthermore, the participants used various metaphors to define their online teaching/learning experiences like emergency exit, one-sided mirror, frozen lake, growing in a cage, driving a car, and sky. The participants mostly did not receive any training before using the online platform. In light of the findings, it can be claimed that necessary arrangements should be made to improve the quality of online learning platforms and both pre-service English teachers and their lecturers should receive training to benefit from distance education more effectively. In this way, pre-service English teachers can be better prepared for their future teaching in case of distance education. © The Author(s) 2023.
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The COVID-19 pandemic forced university-based language teachers to rely on technology for teaching. While the challenges of the rushed move to online teaching have been well documented, less is known about how teachers adapted to online teaching through professional development. This article focuses on the experiences of four English-language teachers in Indonesian higher education, who took part in an exploratory practice study for the integration of technology-enhanced pedagogical practices in teaching. In this article, we explore the pedagogical puzzles they explored with their students, the challenges faced by the teachers and the gains achieved by undertaking exploratory practice for integrating technology into language teaching in 2021. Drawing on data gathered through semi-structured interviews and focus group discussions, we identified that the application of exploratory practice principles enabled the participant teachers to tackle a variety of pedagogical puzzles related to online teaching and professional development. We also found that they overcame a variety of challenges and used potentially exploitable pedagogic activities to better understand students and their learning needs, which encouraged them to recognize students as partners in teaching. Further investments of resources and support are necessary to ensure that language teachers fully benefit from exploratory practice in terms of professional development during and beyond the pandemic. © The Author(s) 2023.
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Manzar Khan has been a part of India's educational publishing industry since 1978 and has worked with Orient Longman, Oxford University Press and his current entrepreneurial venture Headword. The educational books market in the country started to expand in the 1990s with economic liberalization and growth, more private schools, and increasing demand for learning in English. This also attracted foreign publishers to set up local operations. Digital resources started to become relevant from the early 2000s, and publishers started to provide ebooks and teacher support materials digitally. Publishers who have good quality content continue to exist and grow through print along with digital support. Covid had a major impact, and it will take publishers at least another season or two to recover the losses incurred. Though operating in a low-price market, private publishers in India have the freedom to develop books and promote these directly to private schools and compete for adoptions. There is scope to continue investing in the educational business.
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The purpose of this chapter is to review a selection of recent studies of writing practices and research in order to synthesise and discuss the growing importance of technology orientation and digital literacy in English language learning and teaching. For this purpose, adopting a top-down framework, the chapter touches upon the issues of learning management systems (LMSs), personal learning environments (PLEs) and learning on language learning and teaching with examples of Symbaloo, writing correction, similarity and word-formation tools and feedback in digital classrooms. Finally, the chapter also provides an insight into and some examples of the current implementations in writing practices in online learning during the COVID-19 pandemic. In this chapter, we explore current practices and research in the field of English language teaching and seek to shed light on this issue by overviewing the writing practices and online digital writing tools applied on a global scale in order to enhance interaction. More specifically, this chapter covers LMSs and PLEs, digital writing tools, content similarity detection tools, and student/teacher interaction and feedback in virtual classrooms with a special emphasis on learner autonomy. The results of this study have some far-reaching implications for language teachers, learners, language planners and curriculum developers. © 2022, The Author(s), under exclusive license to Springer Nature Switzerland AG.
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The COVID-19 pandemic has impacted English language teaching (ELT) in many ways, and it has pushed language educators to the limit. Due to the shift to virtual education, the non-mediated in-person support that many instructors used to acknowledge their students‟ needs, is no longer available. A question of significant relevance to this ongoing emergency shift is: How do English language instructors differentiate remote instruction? Differentiated Remote Instruction (DRI) is the pedagogical approach that is needed for successful e-learning and remote teaching. Guided by three main research questions, this study examines the adoption and challenges of differentiated remote instruction (DRI) in online classrooms by English language college instructors during COVID-19 in the Saudi context. The study adopted a mixed-methods approach, and the examination is based on online surveys filled out by 172 English language instructors and a thematic analysis of six semi-structured interviews. Analysis has yielded interesting findings on the differentiation practices and challenges among virtual language instructors. Findings show that there are some factors related to 1) students;2) instructors;and 3) technological issues that affect and challenge the implementation of DRI in EFL virtual classrooms. Moreover, despite the DRI challenges faced by the EFL instructors, they did attempt to find methods to deal with them. These methods were related to effective teaching through online platforms (LMS), early diagnosis and interventions for problem and weak learners, specific tailoring of lessons and activities, and dedicating one-on-one online sessions for students in need. © 2022 Sciedu Press. All rights reserved.
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This article reports on a study that investigated primary-school English-language teachers' use of digital technologies in their in-person classrooms after a period of online teaching necessitated by the COVID-19 pandemic. It also explored the perceived effects the period of online teaching had on the teachers' practices. Data were collected through in-depth interviews with sixteen experienced Hong Kong primary-school English-language teachers approximately one year after they returned to in-person teaching. The findings suggest that the period of online teaching has led to a greater utilization of technology for teaching. In addition, they suggest digital technologies are now embedded in teachers' regular teaching practices, with the digital technologies adopted primarily those that enhance existing practices. Common digital technologies include: (1) learning management systems;(2) digital noticeboards;(3) interactive digital worksheets and quizzes;and (4) interactive presentation software. Examples of how teachers use digital technologies, and considerations for their use, are provided.
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In the face of the serious implications of the Covid-19 pandemic, education was and continues to be one of the most affected. As a result, the future English Language teachers in training, who besides facing the most common problems, also started to face new difficulties arising from the SARS-CoV-2 that changed the whole reality of the teaching-learning process. Thus, this paper aims to describe and promote reflections arising from a project named Chat Time: Conversations with Educators and Students;which sought to bring together interns, students, and teachers (from public and private schools of Araguoina) in pandemic times through the Compulsory Supervised internship in English Language and Literature I at the Universidade Federal do Norte do Tocantins (UFNT). Authors such as Paiva (2009);Oliveira (2014);Leffa and Irola (2015);Paula (2015) and Lopes and Baumgartner (2019) - In addition to the Bose Nacional Comm Curricular (BNCC) grounded this academic study. In the end, we were able to understand that even in the midst of a global chaos and reformulations in education, it is possible to carry out a Supervised Basic Internship in English and that this experience has brought positive points both for the teacher in initial training, who is looking for training, for the guiding teacher and everyone involved in the process. As well as the influence that the teacher has in relation to the teaching/learning of students.
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This study highlights the implications, potentials, and challenges of an attempt to conduct the final project of a tertiary level course in a fully online learning environment following the outbreak of the COVID-19 pandemic. The aim of the study is to investigate the English language teaching (ELT) pre-service teachers’ (PST) (n=46) preferences of web 2.0 tools in an online group project and their perceptions of an online task-based project in order to better understand the affordances of distance learning and evaluate its learning outcomes for the given pedagogical context. An online survey and a reflection report were used to collect the data for this study in which the participants were asked to reflect on their live in-group experiences, the web tools they utilized, perceptions toward conducting a fully online project, and online group dynamics. The findings showed that doing a fully online collaborative project (OCP) had challenges, even though the benefits outweighed them. Besides, it was seen that giving the participants the opportunity to be autonomous throughout the project resulted in their use of various online applications and platforms that suited their needs. © 2022 Children Research Center. All Rights Reserved.
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The requirements of the time and significant changes in the educational system with emphasis on distant learning due to the Covid-19 pandemic force teachers to reconsider methods, approaches, techniques, and tools in foreign language teaching to ensure the effectiveness of the learning process. This study describes the implementation of the inquiry-based method in the process of English language acquisition by Ukrainian university students specializing in cybernetics and information technology. It aims to determine the effectiveness of inquiry-based learning in developing Ukrainian university students' comprehension and communication skills in professional English through technology-enabled learning. The main research question is to investigate the benefits and challenges of inquiry-based learning for Ukrainian university students to ensure impactful results. The methodology presupposes activities that encourage the independent and collaborative acquisition of the material, increase learners' intrinsic motivation, enhance communicative and digital skills, and provoke critical thinking and meaningful learning. The teacher becomes a facilitator and organizer directing students' learning process, fostering their active thinking and interest. It contributes to their better comprehension and meaningful study. The research findings proved the undeniable benefit of the inquiry-based method for university students as it develops their curiosity, inspires deeper understanding and learning, and motivates them to make discoveries and achievements.
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The COVID-19 pandemic has shifted English teaching to online platforms, such as Blackboard Collaborate, but whether online platforms affect the acquisition of core English language skills like speaking has yet to be studied extensively in the Saudi context. This study addressed and analyzed the perceptions of English as a foreign language instructors and students at the University of Jeddah, Saudi Arabia concerning the use of Blackboard Collaborate to develop speaking skills through an explanatory sequential mixed-method design. In the first phase, participants completed an online cross-sectional questionnaire for the quantitative approach. Data analysis revealed positive perceptions of speaking skill development through Blackboard Collaborate among both students and instructors. Female students and less experienced instructors reported more satisfaction with learning English through Blackboard Collaborate than male students and experienced instructors, respectively. In Phase 2, the researcher conducted in-person interviews with 10 instructors and 10 students, focusing on three areas: the Blackboard Collaborate user experience, instructors' and students' beliefs, and the challenges of and suggested improvements for Blackboard Collaborate. Instructors and students were fully aware of how to use the platform, and their motivation to use it was very high. This study further uncovered how Saudi students have shifted their learning style from passive to active learning following the student-centered approach. It also highlights the benefits Saudi women gained, as they were more comfortable practicing conversation through Blackboard Collaborate and the avoidance of cultural barriers. Studying the effects of culture on language learning through technology is a necessary direction for future
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With the pandemic, teachers were forced to review their conceptions of teaching, creating alternatives that could account for a new way of teaching and also learning. Thus, this text aims to present and analyze the experience report of an English language teacher in a language school in the city of Xanxere, Santa Catarina, about the challenges inherent to new ways of teaching. This text is classified as a descriptive research, with a qualitative approach that made use of theoretical references, document analysis and empirical data collection through experience reports. As a result, it is pointed out that it was necessary to break paradigms so that, through the actions of teachers, it was ensured that the educational process as a whole did not stagnate, as the pandemic came suddenly without sufficient time for content planning and methodologies based on already consolidated models.
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This article reports an action research study conducted to solve the problem that twenty-two English language students from a school in Cartagena de Indias considered the current teaching inadequate, and that they needed to develop topics of interest, aural-oral skills, and acquire vocabulary. The authors adjusted their practices, combined global and local themes, and brought multimodal texts to respond to the problem. The action stage of the study required the structuring of the course with themes on the identity of Cartagena de Indias under a Task-Based Learning methodology. The use of information and communication technologies was forced by the challenge of Covid-19, which demanded an abrupt transition from face-to-face to remote teaching and thus the inclusion of computer literacy. The new syllabus included topics close to the identity of the participants such as historical landmarks, economy, and tourism to simulate being a Cartagena tour guide so that learning was contextualized, evocative and expressive. The article presents one of the six workshops followed by an analysis of the data collected. The results of the study show that there were gains in language development attributable to the theme of global-local issues in the workshops that took half a school year for development. The pedagogical innovation also gave positive results in verbal fluency in which technological mediations and Task-Based Learning played an important role.