Back to normal? ESL Instructors' Post-Pandemic Perceptions of Virtual Learning

Abstract

Our study aimed to explore language instructors’ perceptions of virtual learning models as effective methods for English language instruction and acquisition in the K-12 context. The study was inspired by Manegre and Sabiri (2022), in which thirty-five online English teachers reported surprisingly positive experiences with online teaching models. The method was reported as equal to or better than traditional classroom English learning. Thus, the goal of this study was to collect a representative set of data which accurately depicts the opinions and experiences of K-12 English as a Second Language (ESL) teachers who were suddenly forced to switch to virtual instruction solely due to the COVID-19 pandemic. This mixed-method study surveyed a large number of participants (N=117), all of whom had experience in traditional classroom instruction prior to this unplanned switch to online instruction. In addition to quantitative results that convey the K-12 ESL teachers’ views on online methodology, we also collected qualitative data which allowed these teachers an opportunity to discuss specific challenges and their thoughts on the future of the use of online tools in the ESL domain.