The Challenges of Teaching Efl for Adult Learners: Online Learning During the Covid-19 Pandemic

Assapari, Muhammad Mugni

doi:10.47255/spectral.v7i1.64

Cited by 5 publications

(7 citation statements)

References 9 publications

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“…For example, Allo (2020) found that students believe online learning was good and helpful during the COVID-19 pandemic, while Assapari (2021), Dahmash (2020), Gewin (2020), Melvina et al (2020), and Tarihoran et al (2021) all cited numerous challenges in teaching online during the pandemic which were in agreement with the results we found in our study.…”

Section: Introductionsupporting

confidence: 91%

“…Other difficulties included network problems. Network problems were heavily cited in the literature as an issue with online learning (Allo, 2020; Assapari, 2021; Dahmash, 2020; Mansour and Mupinga, 2007; Melvina et al, 2020; Tallent-Runnels et al, 2006).…”

Section: Problems Unique To Esl/efl Learnersmentioning

confidence: 99%

“…University students also return home. This turned out to be a perfect breeding ground for COVID-19 (Assapari, 2021).…”

Section: Introductionmentioning

confidence: 99%

“…While teachers had an equal whiplash in teaching, this article focuses on the whiplash experienced by English as a Foreign/Second Language (EFL/ESL) students and their online learning. Other studies focused on the affect of teachers and students suddenly switching to online learning with varied results (see Allo, 2020; Almarzooq et al, 2020; Assapari, 2021; Dahmash, 2020; Tarihoran et al, 2021).…”

Section: Introductionmentioning

confidence: 99%

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Learning whiplash: Chinese College EFL learners’ perceptions of sudden online learning

Barnhart¹,

Li²,

Thompson

2022

E-Learning and Digital Media

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As coronavirus disease 2019 swept through mainland China, students were forced to quickly switch to learning online. This study aimed to capture college Chinese English as a Second/Foreign Language (ESL/EFL) learners’ perceptions of rapidly switching to online learning at two colleges in China’s southern Guangdong Province. A bilingual (Chinese/English) online survey was used to collect data. The participants ( n = 504) responded to a survey about their feelings and perceptions of sudden online learning, a term the authors call “learning whiplash.” We asked students about how much they liked online at the beginning of learning online, how long students have been taking online courses, and how many online courses the students were currently taking. We also asked about the students’ perceptions of the quality of online learning when compared to physical learning. Finally, we asked students about getting drowsy and/or falling asleep during their online classes. We found that students were taking on average five to seven online courses and that they did not like learning online early in the epidemic. Our study confirmed that students preferred a hybrid learning environment. Seventy-nine percent of students admitted to getting drowsy and/or falling asleep during their online classes. Specific suggestions are given for teachers to keep students active and engaged in online learning. Practical guidance and strategies for creating vibrant online learning environments are provided. This research informs both the communities on online and e-learning as well as ESL/EFL teaching.

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Section: Introductionsupporting

confidence: 91%

Section: Problems Unique To Esl/efl Learnersmentioning

confidence: 99%

“…University students also return home. This turned out to be a perfect breeding ground for COVID-19 (Assapari, 2021).…”

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Learning whiplash: Chinese College EFL learners’ perceptions of sudden online learning

Barnhart¹,

Li²,

Thompson

2022

E-Learning and Digital Media

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“…Students did not comprehend the subject or assignments since the lecturer couldn't convey it to them clearly. Male students in particular tended to be passive while responding to lectures and exhibited this same attitude when learning online (Assapari, 2021). The biggest difficulties experienced by students and lecturers from remote and underprivileged locations were access to technology, inadequate internet connectivity, and unfriendly study conditions (Alsoud & Harasis, 2021).…”

Section: The Lecturers' Engagement and Support Pedagogically For Stud...mentioning

confidence: 99%

EFL Teaching Experience With Technology: Portraying Higher Education Institutions in Suburban During the Post-Pandemic

2022

JHETP

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The portrait of the teaching experience of EFL lecturers of using technology in distance learning for interaction in post-pandemic. The purpose of the study is to capture experiences in the lecturers' engagement and support students' learning pedagogically using technology and the impact of the learning platform shift from face-to-face to distance learning with technology in their professional lives. The participants in this study are three general English course lecturers from three higher educations in the suburban. One-to-one interview sheets are given to lecturers after employing technology in the distance learning process to get the data. Data are analyzed using descriptive phenomenological steps. The result reveals that all lecturers actively engage and support using technology in distance learning. Most lecturers feel compelled to adapt to the use of technology because the ability, facilities, and support from the school community still do not contribute to the learning process. It is crucial during the post-pandemic to have respect for lecturers to implement distance learning using technology they are comfortable with.

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Integrating Virtual Class Unila with Online Multimedia Platforms in Case-Based and Project-Based Undergraduate ESL Classes

Riyantika¹

2023

Advances in Social Science, Education and Humanities Research

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Implementing learning management system and multimedia platforms has been common practice in this era of online-learning. This study investigates the integration of Virtual Class Unila, an online learning management system, and some multimedia platforms such as YouTube, Quizziz, HTML5, and Google Meet in undergraduate English as a Second Language classes. The design of this study is classroom action research where the primary objective is to find out which multimedia platforms might be suitable to be integrated with Virtual Class Unila in order to improve students' learning experience. The participants of this study are 100 undergraduate students of Pre-Intermediate Reading Classes in English Education Department, Lampung University. The participants will be involved in several activities with multiple platforms applied in order to support the learning process. The participants then assessed and interviewed to see whether each platform is able to provide satisfying learning experience. This research is targeted to become reliable guidance for the development of Virtual Class Unila in the future.

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The Challenges of Teaching Efl for Adult Learners: Online Learning During the Covid-19 Pandemic

Cited by 5 publications

References 9 publications

Learning whiplash: Chinese College EFL learners’ perceptions of sudden online learning

Learning whiplash: Chinese College EFL learners’ perceptions of sudden online learning

EFL Teaching Experience With Technology: Portraying Higher Education Institutions in Suburban During the Post-Pandemic

Integrating Virtual Class Unila with Online Multimedia Platforms in Case-Based and Project-Based Undergraduate ESL Classes

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