“I Didn’t Even Know if My Students Were in Class” : Challenges of Teaching English Speaking Online

Qi, Qi; Liao, Linyu; Zhao, Cecilia Guanfang

doi:10.18823/asiatefl.2021.18.4.26.1455

Cited by 3 publications

(2 citation statements)

References 9 publications

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“…For Tunisian university students, virtual learning was a new and different experience. The sudden transition from in-person schooling to synchronous and asynchronous teaching modes was rough for most students worldwide (Carrillo & Flores, 2020;Qi et al, 2021). In responding to students' repudiation of online education, they were assessed only for what they learned during in-person sessions.…”

Section: Introductionmentioning

confidence: 99%

The Effect of Personality Traits, Class Level, and Gender on EFL Learners' Online Learning Acceptance among Tunisian University Students

Bouzayenne

2023

Jour, Eng, Fore, Lang, Teach, Reser

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The outbreak of the COVID-19 pandemic necessitated the transition from in-person instruction to online education. Most students in Tunisia repudiated such sudden transfer. This study, then, probes into factors that impact the online learning experience during the pandemic. Hence, it investigates the effect of affective variables, namely personality traits, on learners' acceptance of online learning in the Tunisian EFL formal university context. Additionally, it scrutinizes the relationship between remote learning on the one hand and class level and gender on the other hand. The considered variables are gauged using a Likert-scale response format questionnaire. The subjects are 150 Tunisian EFL university students at the Higher Institute of Applied Studies in Humanities of Gafsa. The data analysis procedures used are the alpha internal consistency coefficient informing about the instrument's reliability and the Spearman Rho correlation, giving insight into the correlations among the study variables. The study found that personality represents a good predictor of learners' acceptance of distance learning. Regarding the class level, no significant correlation was found between this variable and acceptance of online learning. The same insignificant correlation was detected between gender and Internet-based learning. Hence, the study concludes that considering learners' differences is primordial in accounting for the success of EFL online courses.

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Section: Introductionmentioning

confidence: 99%

The Effect of Personality Traits, Class Level, and Gender on EFL Learners' Online Learning Acceptance among Tunisian University Students

Bouzayenne

2023

Jour, Eng, Fore, Lang, Teach, Reser

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“…Consequently, the teaching and learning process result is not as expected. Meanwhile, students often hide behind the screen and are reluctant to interact with others and respond to teachers' questions in online learning [2]. Unsurprisingly, teachers feel depressed about conducting online learning.…”

Section: Introductionmentioning

confidence: 99%

Do You Prefer Online Learning to Offline Learning? EFL Students’ Voices

Aimah¹,

Darwis²,

Meng³

et al. 2023

Advances in Social Science, Education and Humanities Research

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The length of online learning causes the saturation and demotivation of EFL students from attending online learning during the Covid-19 pandemic that they have to join. Therefore, many of them shared their experiences of online learning and their preferencefor offline learning to attend. This study aims to gather information about EFL students' learning preferences, either online or offline. Besides, it is also to know how EFL students see the differences between online and offline learning. A semi-structured interview focused on EFL students' experiences and perceptions of online and offline learning. EFL students were asked to report and explain their choice. To gather the data, the interview was also recorded, transcribed, and analyzed to interpret the data. The results show that EFL students prefer offline learning to online learning. From the psychological aspect, EFL students feel more comfortable, easily focus on the materials taught by the teacher, confirm what they do not understand to the teacher directly, and actively participate in the classroom through learning activities designed by the teacher. Meanwhile, from the social aspect, offline learning enables students to communicate and interact intensively with others. The interaction built between teacher-student and student-student in the physical class is more optimal than online learning. The relationship between teacher and student can be shaped by having eye contact and being in touch during class. At the same time, the relationship between student and student can be built by knowing each other better and physically interacting with the others through some conversation they have. Besides, by attending the class, they would have a learning experience that helps them explore their learning ability and enhance their performance. Students, at this point, need not think about the internet connection, which invariably becomes a big issue in online learning. Internet networking cannot be neglected since it influences the success of online learning, particularly for students who live in a village with a poor internet connection. Through offline learning, student-teacher-peer interactions are also better than online learning. The awareness of giving simultaneous responses and the responsibility to participate actively in the classroom influences their learning performance.

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A Survey-Based Study on the Attitudes of Future English Teachers Towards Video Conferencing in Hybrid Learning

Saleh Aldayel,

Pravitasari,

Ikhwan Arif Aziz

2024

AWEJ

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This research aims to examine the attitudes of future English teachers towards the use of video conferencing platforms in hybrid learning environments. Building upon the comprehensive attitude framework proposed by Garrett et al. (2003, p.3), which encompasses cognitive, affective, and behavioral components, we employ a quantitative research design with a survey approach. The study collects data through online questionnaires, and descriptive statistics are used for data analysis. The findings and subsequent discussion shed light on the pedagogical advantages of video conferencing tools, including popular platforms such as Google Meet and Zoom Meeting, in facilitating learning activities. The utilization of video conferencing platforms has positive impacts on the cognitive and affective attitudes of future English teachers, enriching their overall learning experience. However, it is essential to acknowledge that the behavioral attitudes of prospective English teachers exhibit a range of habits, which can both positively and negatively influence the online learning process. Finally, this study highlights the potential for future English teachers to enhance their learning process by actively engaging with their attitudes and negotiating them to shape their identities as professional educators.

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“I Didn’t Even Know if My Students Were in Class” : Challenges of Teaching English Speaking Online

Cited by 3 publications

References 9 publications

The Effect of Personality Traits, Class Level, and Gender on EFL Learners' Online Learning Acceptance among Tunisian University Students

The Effect of Personality Traits, Class Level, and Gender on EFL Learners' Online Learning Acceptance among Tunisian University Students

Do You Prefer Online Learning to Offline Learning? EFL Students’ Voices

A Survey-Based Study on the Attitudes of Future English Teachers Towards Video Conferencing in Hybrid Learning

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