Online Instructional Strategies for English Language Learning During Covid-19 Pandemic: A Case From a Creative Teacher

Halim, Abdul; Sunarti, Sunarti

doi:10.33369/joall.v6i1.12452

Cited by 8 publications

(7 citation statements)

References 7 publications

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“…This finding was partially in line with Alhuwaydi's (2021) recent work which reported students were demotivated as a result of a lack of support and harmful learning settings, as well as their passiveness, disengagement, and lack of teamwork. This, however, contradicts the findings of Halim & Sunarti's (2021) study, which discovered that the learning process may be done collaboratively via a number of online platforms. As a result, success in online learning cannot be dissociated from the teacher's ability to provide material and pedagogical approaches which are critical.…”

Section: Discussioncontrasting

confidence: 85%

Teachers' perceptions of challenges in online learning: Voices from secondary EFL teachers

Saputra

Ayudhia

Muswari

2022

J. appl. linguist. lit.

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The abrupt change from a traditional classroom to online learning must have produced some issues, and many scholars were drawn in to investigate the reported challenges during online learning. There is, however, a paucity of research on secondary EFL teachers' perceptions of online learning challenges, notably in four major areas: technology use, instruction, assessment, and students. Therefore, the purpose of this descriptive quantitative study is to examine secondary EFL teachers' perspectives of the challenges they encounter in dealing with the aforementioned issues. The participants included 73 upper and lower secondary English as a foreign language (EFL) teacher. A closed-item questionnaire was deployed, with a total of 38 items addressing issues related to online learning challenges. The findings reveal that secondary EFL teachers in Indonesia reported medium-level challenges in teaching EFL online in terms of technology use, instruction, assessment, and students, whilst challenges in assessing students in online learning were identified as the highest. The results contribute to the advancement of English language education by providing literature on the development of EFL teachers.

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Section: Discussioncontrasting

confidence: 85%

Teachers' perceptions of challenges in online learning: Voices from secondary EFL teachers

Saputra

Ayudhia

Muswari

2022

J. appl. linguist. lit.

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“…Instead, new strategies for engaging students in online learning including breakout rooms, class discussions, Zoom meetings, and message boards have been developed to support student participation [9]. Such communities of practice (CoPs) integrate teacher moderators and student leaders in the negotiation of the learning process, requiring both productive collaboration and active engagement to improve the nature of these exchanges [10]. The CoP insights drawn from [3] reveal the social advantages of collaborative learning in MOOC courses and largescale educational environments where individual consideration is marginalised by the scope and integration of the classroom itself.…”

Section: Discussionmentioning

confidence: 99%

Online English Language Teaching in Hong Kong Higher Education during COVID-19

Chan

2021

Proceedings of the 2021 7th International Conference on E-Society, E-Learning and E-Technologies

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This research is aimed at establishing how teaching culture has been transformed by the implementation of online teaching and learning during the COVID-19 pandemic crisis. In particular, the study seeks to establish how this paradigmatic shift towards online learning in the approach to teaching has impacted the teaching culture of Hong Kong from the perspective of teachers working in higher education who have moved to teaching online as a result of the COVID-19 crisis. How is online teaching affecting the experience and well-being of students? How may any negative impacts may be offset? In what ways can benefits be maximised and enhanced by the implementation of digital devices in teaching? These questions are explored in this study through the undertaking of both primary and secondary research. The study introduces the contextual background to the topic in light of the implementation of online teaching in the wake of the COVID-19 pandemic from both a global perspective and that of higher education in Hong Kong. The primary data admitted to this study for analysis consists of both questionnaire and interview data derived from teachers of English Language teaching online at higher education institutions across Hong Kong. This variety of primary questionnaire and interview data should allow for both quantitative and qualitative analysis of data, allowing for some triangulation of findings from either source.

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“…Taking into account to the aforementioned statement, [16] propose that teachers still run the formative assessment and summative assessment but in different step. The formative assessment during pandemic is done by giving students online exercises and directly scoring on the learning management systems.…”

Section: (D) Teaching Strategiesmentioning

confidence: 99%

Recent Practice of English Teaching: Before and During Covid-19 Pandemic

Utami¹,

Pratama²

2022

Proceedings of the 2nd International Conference on Languages and Arts Across Cultures (ICLAAC 2022)

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Almost all elements of education were affected by the epidemics of covid-19, which resulted in significant educational disruption. Teachers and students have experienced a variety of changes that have led them to reconstruct the most recent educational paradigm, which is indeed appealing to discuss academically. This research attempted to conceptually describe the trend in English teaching practice prior to and after the Covid-19 epidemic. According to the evidence, the most frequently noticed difficulty created by the pandemic is the change from direct learning to online learning, which occurs almost immediately. The use of learning management systems (LMS) and social media is being used to fill in the gaps created as a result of school closures. Because of the dramatic shift in the pattern of teaching and learning, new difficulties are constantly being introduced into the classroom. The discrepancies involved shifts in teaching practices in terms of learning media, instructional methodologies, and evaluation methods. In order to mitigate these issues, the majority of suggestions are to ensure a dependable network infrastructure; use user-friendly learning applications; adopt appropriate online learning sources; provide supports; provide feedback; combine asynchronous and synchronous communication; conduct the online assessment through online discussion; and provide students with the opportunity to choose the best method of communication.

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Online Instructional Strategies for English Language Learning During Covid-19 Pandemic: A Case From a Creative Teacher

Cited by 8 publications

References 7 publications

Teachers' perceptions of challenges in online learning: Voices from secondary EFL teachers

Teachers' perceptions of challenges in online learning: Voices from secondary EFL teachers

Online English Language Teaching in Hong Kong Higher Education during COVID-19

Recent Practice of English Teaching: Before and During Covid-19 Pandemic

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