ESL Teachers’ Challenges in Implementing E-learning during COVID-19

Abstract

Education sector in Malaysia had put emphasis on the use of online learning or e-learning with technology and devices as a mediator of communication to replace face-to-face learning during the COVID-19 pandemic. Subsequently, with the improvement of learning technologies, English as a Second Language (ESL) teachers faced various challenges in language teaching. In this regard, this study aimed to investigate the challenges ESL teachers faced in implementing e-learning during COVID-19. Using a qualitative approach, this research was a case study which involved 20 primary ESL teachers. Data collection was done through an in-depth interview to explore teachers’ e-learning experiences and challenges in teaching the English language. Based on the findings, the majority of teachers expressed that the use of e-learning was effective with various limitations such as teachers’ readiness to adopt e-learning, accessibility to mobile phones and Internet connectivity, classroom management in term of low students’ participation and assessment. Thus, the researcher recommended more studies to highlight teachers’ insight regarding the significance of e-learning. ESL teachers, stakeholders, policy makers, and institutions can benefit from the results of the study and come out with practical strategies to utilize online sources for education in the pandemic situation.

Exploring the E-Learning Adoption Intentions of College Students Amidst the COVID-19 Epidemic Outbreak in China

“…The creation of multi-faceted pedagogical practices through the utilization of ICTs can empower students and learners to achieve higher learning and interaction (Aljaber, 2018; Portuguez Castro & Gomez Zermeno, 2020). One of such efforts in creating a good pedagogical system is what is called computer-supported collaborative learning (CSCL) which is intended to create dominant learning and communication atmosphere via the application of integrated collaborative learning and the use of ICT (Lin & Lin, 2019; Lukas & Yunus, 2021). The CSCL can drive better peer interaction and group work, and promote higher levels of dissemination and sharing of knowledge and expertise within the learning society (Lukas & Yunus, 2021; Wahyuningtyas & Idris, 2020).…”

“…One of such efforts in creating a good pedagogical system is what is called computer-supported collaborative learning (CSCL) which is intended to create dominant learning and communication atmosphere via the application of integrated collaborative learning and the use of ICT (Lin & Lin, 2019; Lukas & Yunus, 2021). The CSCL can drive better peer interaction and group work, and promote higher levels of dissemination and sharing of knowledge and expertise within the learning society (Lukas & Yunus, 2021; Wahyuningtyas & Idris, 2020). Pedagogy is fundamental and instrumental in achieving well-desired learning outcomes (Manazir & Rubina, 2020; Olaniran, 2009).…”

Teachers Practices on the Implementation of Communicative Language Teaching (CLT) Through Synchronous Online Learning: A Systematic Literature Review

“…Although there are various technologies and online platforms that have been advocated for the application of CLT via synchronous online learning, the problems and constraints still arose during the lesson. In another study by Lukas and Yunus (2021), involving 20 primary English as Second Language (ESL) teachers as the participants through a case study method, the findings indicated that there are some limitations towards ESL lessons via virtual learning especially for speaking skills. Among the hindrances that occurred during the lesson are regarding teacher readiness in adapting e-learning, the accessibility to e-learning devices and classroom management issues.…”

Assessing Graphic Stories as Indicators of Creative Thinking and Literacy Level among Malaysian Secondary School Students

“…The participants were given the instructions for this task before the initiation of the 3rd Movement Control Order (MCO) in Malaysia. After a year of enduring Covid19 which swept worldwide by storm, face-to-face (f2f) learning sessions in the school are now halted and replaced by online teaching and learning (Murad et al, 2020;Lukas & Yunus, 2021), introducing Home-based Learning. They were then given three weeks to complete the task.…”