EFL teachers� beliefs and practices about digital learning of English

Nugroho, Arif; Mutiaraningrum, Ira

doi:10.30659/e.5.2.304-321

Cited by 55 publications

(78 citation statements)

References 35 publications

(49 reference statements)

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“…The media used in English as Foreign Language classes has evolved in some countries, along with the development of technology. Some face to face classrooms are slowly progressing into online classes (Lee & Lee, 2019;Nugroho & Mutiaraningrum, 2020). Some previous studies have discussed this shift in various countries.…”

Section: Introductionmentioning

confidence: 99%

Online Learning amidst Global Pandemic: EFL Students’ Challenges, Suggestions, and Needed Materials

Nartiningrum

Nugroho²

2020

Engl. Franca acad. j. of Engl. lang. and educ.

Self Cite

126

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Covid-19 pandemic brings changes in many aspects of peoples’ lives throughout the world. The spread of Covid-19 in Indonesia affects the education system in this country. Face-to-face instructions are shifted into full online learnings from home. Despite this quite drastic change, the literature on students’ insights of this matter has still been silent. Thus, the present study elucidates 45 EFL students’ challenges, suggestions and needed materials during these online classes. Rely on qualitative data analysis from written responses and semi-structured interviews, the findings disclosed that these EFL students’ main challenges in attending online courses were the unsteady networks and the less direct interactions. These students mainly suggested the use of video conferencing applications such as zoom or Google meet, though some students chose assignments over those applications. The students also mentioned that they basically needed grammar related materials within the online classes. The findings bring forward the picture of full online learning condition during Covid-19 outbreak on EFL setting in Indonesia.

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Section: Introductionmentioning

confidence: 99%

Online Learning amidst Global Pandemic: EFL Students’ Challenges, Suggestions, and Needed Materials

Nartiningrum

Nugroho²

2020

Engl. Franca acad. j. of Engl. lang. and educ.

Self Cite

126

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“…Correspondingly, this study revealed that teachers prepared learning materials and online assessments long days before their teaching schedule. This is supported by Nugroho and Mutiaraningrum (2020) and Nugroho, Ilmiani, and Rekha (2020) reporting that online learning consumes a lot of time to prepare the learning materials. Moreover, the unfamiliarity of using online learning platforms such as sending documents/files, creating tasks deadline, checking students' presence, submitting tasks, and archiving students' work becomes another great challenge for teachers in their online class (Sun et al, 2020).…”

Section: Discussionmentioning

confidence: 86%

Teaching Online in Pandemic Time:the Experience of Indonesian Efl Teachers

Rinekso

Muslim

Lesagia

2021

ETERNAL

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Myriad studies reported abrupt transition of face-to-face classrooms to online learning due to pandemic and the results were various, contextually-bounded from country to another. Yet, studies exploring the aforementioned issue in Indonesian EFL context are still scarce. This study explores issues and challenges experienced by Indonesian EFL teachers in conducting English online learning during the pandemic within qualitative approach. Twenty-five secondary English teachers from urban, suburban, rural and remote area participated in this study. Subsequently, online questionnaire and semi-structured virtual interviews were employed to collect data. Then, the data were analyzed descriptively and thematically. The results showed that the participants had positive responses to online learning to maintain learning processes in pandemic time. In terms of teaching language skills, the participants argued that speaking is the most challenging to teach online. Moreover, the study identified three types of online learning challenges related to technical aspects, teachers and students. Pedagogically, this study implied that pandemic time has given teachers disguised blessings as they had an opportunity to upgrade their information technology skills and literacies.

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“…Early studies have pointed out that if a change in classroom practice is the intended outcome, addressing the change in teachers' beliefs about the use of the provided technology is crucial (e.g., Ottenbreit-Leftwich et al, 2010;Palak & Walls, 2009). In this regard, recent studies conducted among English language teachers have found several insights: 1) teachers' content-specific pedagogical beliefs can be different, which, in turn, results in the various ways of utilizing the same type of technological tools (Ding et al, 2019), 2) EFL teachers commonly share positive views on the use of digital technology, but gender, age, and teaching experience cannot alter teachers' beliefs (Hol & Aydın, 2020), and 3) despite having adequate knowledge of technology use in teaching, teachers may still be hesitant and unable to use technology in their classroom practices due to inadequate training, resources, and facilities (Nugroho & Mutiaraningrum, 2020).…”

Section: Teachers' Beliefsmentioning

confidence: 99%

Teachers' beliefs and classroom practices on the use of video in English language teaching

Waluyo

Apridayani

2021

SiELE

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In the last decade, there has been a growing interest in exploring why teachers decide to and not to use a technological tool in their teaching practices. Teachers’ beliefs have appeared to be one of the influential factors, yet still little is known about what causes both consistencies and inconsistencies between teachers’ beliefs and their classroom practices, especially on the use of technology. Thus, to address such a gap, this study examined teachers’ beliefs about video and their use of video in English Language Teaching (ELT) along with the key factors causing the inconsistencies between teachers’ pedagogical beliefs about video and their classroom practices. A qualitative research design with semi-structured interviews involving English teachers at a private educational institution in Indonesia was employed. The collected data were analyzed by using individual topic codes and emerging themes. The findings revealed that teachers’ beliefs about the use of video in ELT were positive but inconsistent with their use of video in practices. Four key factors underlying the inconsistencies between teachers’ pedagogical beliefs about video and their use of video in classroom teaching were identified, which involved teaching philosophy, teacher’s knowledge and skill, facility, and reading literature. Therefore, pedagogically, the findings implicate that teachers’ beliefs and classroom practices can be bridged by addressing the four underlying factors.

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EFL teachers� beliefs and practices about digital learning of English

Cited by 55 publications

References 35 publications

Online Learning amidst Global Pandemic: EFL Students’ Challenges, Suggestions, and Needed Materials

Online Learning amidst Global Pandemic: EFL Students’ Challenges, Suggestions, and Needed Materials

Teaching Online in Pandemic Time:the Experience of Indonesian Efl Teachers

Teachers' beliefs and classroom practices on the use of video in English language teaching

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