In 2019, Covid-19 has been declared as a global pandemic. Online remote teaching and learning is the most practical solution to continue teaching and learning particularly at tertiary institutions. There is a drastic change from face-to-face teaching and learning to a fully online teaching and learning environment. Tertiary institutions need to ensure that they consolidate the curriculum and adjust it in accordance with online teaching and learning. In accordance with the new normal in teaching and learning, educators must adapt to new and creative strategies to engage students during online remote teaching and learning. This paper is a literature review on 1) the challenges faced by tertiary institution educators in online remote teaching and learning and 2) strategies that they used to carry out their teaching during this Covid-19 outbreak in order to overcome those challenges.
The Covid-19 pandemic has affected the education sectors globally. The sudden shift from traditional face to face learning to online teaching and learning brings various challenges to English teachers, particularly in tertiary institutions in Malaysia and Indonesia. Hence, the aim of this study is to examine the online teaching and learning challenges faced by teachers teaching English as a Second Language (ESL) in Islamic tertiary institutions in Malaysia and teachers teaching English as a Foreign Language (EFL) in Indonesia during the Covid-19 pandemic. The qualitative research design used in this study was a case study using focus group interviews (FGI), individual open-ended responses via Google Form and a discussion thread via Whatsapp. Purposive sampling was used, and 10 English teachers from Islamic tertiary institutions in Malaysia and Indonesia were chosen as the participants in this study. The data in this study was analysed through NVIVO applications and categorized according to themes. The findings revealed that among the challenges English teachers faced in ESL/EFL online teaching and learning are a lack of technological skills to teach online, constraints in terms of internet accessibility and devices used for teaching and learning, and effective interaction in online teaching and learning. The findings from this study could potentially be utilised to plan strategies and produce practical solutions to overcome the challenges in conducting online teaching and learning among English teachers in any tertiary learning institutions in Malaysia and Indonesia in the future.
Successful language learners, especially for the second language, are generally recognised for employing different learning strategies. Even so, not so many learning strategies to further improve their listening skills have been discussed. Thus, this study aims to identify and explore the strategies employed by successful learners among the Teaching English as a Second Language (TESL) degree holders who are teaching in various education institutions in Malaysia, primarily on listening skills. The quantitative method was applied in this study. An online survey was conducted with the involvement of 58 participants who are Teaching English as a Second Language (TESL) degree holders teaching in various education institutions in Malaysia. The survey questions were adapted from the Language Learning Strategy Use Survey, developed by Cohen, Oxford & Chi (2002). Findings revealed that most of the respondents; (i)prefer to use media to heighten their exposure to the target language; (ii) form words association with the familiar sound of words in the target language; (iii)pay special attention to specific aspects of the language prior to the conversation; and, (iv)utilized all compensation strategies when they the meaning does not get through. The findings of this study could help teachers to enrich their learning experience not only as educators but also as a good language learner. When it comes to good language learners and language learning strategies, both teachers and learners' roles are mutually dependent and crucial. Teachers should be able to identify the strategies that suit their learners well, and guide them in applying various strategies accordingly. Based on the results, further study could be conducted to identify the suitable activities that would help the learners to improve their listening skills.
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