Utilising E-Learning to Assist Primary School ESL Pupils in Learning to Spell during COVID-19 Pandemic: A Literature Review

Yen, Emily Lau Yen; Mohamad, Maslawati

doi:10.4236/ce.2020.118091

Cited by 20 publications

(20 citation statements)

References 16 publications

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“…Furthermore, the findings suggested that e-learning increases their productivity and improves students' performance in learning English language. The students were transformed from being passive to active learners in their quest to gain knowledge due to the unprecedented pandemic (McKnight et al, 2016;Yen & Mohamad, 2020). Students would actively search for information or answers on the Internet, rather than waiting for teachers' answers as they know that there are abundant of learning materials can be found and accessed easily on the Internet such as Youtube and Google Classroom.…”

Section: Discussionmentioning

confidence: 99%

The Acceptance of E-Learning Among ESL Primary School Students During Covid-19

Haleman

Yamat

2021

JELTAL

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The past years have seen a strong focus in Malaysia on the increase of infusion of Information Communication Technology (ICT) in educational institutions to stimulate innovations and strengthen global economic competitiveness. The integration of ICT has transformed the Malaysian education system by reshaping the landscape of education, from teacher-centred to learner-centred education. However, the COVID-19 crisis has changed the landscape of the education system drastically. The educators have turned their focus on online learning as an alternative means to replace the face-to-face classroom. Therefore, this paper focuses on the investigation on the perception towards e-learning among ESL primary school students. This study also determined the level of acceptance towards e-learning. A set of questionnaires was distributed via Google Form to 100 upper primary students in Sibu, Sarawak. The results revealed that the perception towards e-learning was positive, and the level of e-learning acceptance among ESL primary school students was high due to its features of e-learning, such as flexibility, user-friendliness, and the students’ attitude towards using as well as the intention to use in the future. It was recommended that teachers should utilize student-friendly digital tools to deliver their teaching and learning materials so that the students, especially at the primary level find it easy and enjoy learning English via e-learning.

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Section: Discussionmentioning

confidence: 99%

The Acceptance of E-Learning Among ESL Primary School Students During Covid-19

Haleman

Yamat

2021

JELTAL

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“…Furthermore, students were all different in terms of learning styles, interest, and proficiency levels especially in learning English as a second language is bound to be moderated by a wide array of linguistic, contextual and individual difference (Pawlak, 2017). Moreover, in Malaysia, ESL pupils also found it hard to learn during the pandemic period (Yen & Mohamad, 2020). In the online classroom, peer interaction during speaking class rarely happened making which resulted in making students feel shy to practise compared to the traditional classroom (Pazilah et al, 2019).…”

Section: E-learning In Esl Classroommentioning

confidence: 99%

“…He added, some e-learning applications permitted students learning English to readily access beneficial language resources and communicate directly with native English speakers. It is important to note that English is well known and spoken by many worldwide and known as lingua franca (Yen & Mohamad, 2020), but in some countries, English is the first or second language of its citizen (Breene, 2016). According to Nishanthi (2018), about 1 billion people worldwide speak English, 67 countries have English as their official language, and there are 27 countries have English as their secondary official language.…”

Section: Introductionmentioning

confidence: 99%

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

Lukas

Yunus²

2021

IJLTER

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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.

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“…Apart from that, the ESL students in Malaysia went through many difficulties in learning during the pandemic season. The issue with those learners was learning how to spell the words correctly from all the online lessons that were carried out for the beginner students digitally (Yen & Mohamad, 2020). Besides, teaching during the e-classroom will not have the exact peer connection compared to the physical classroom.…”

Section: Language Skillsmentioning

confidence: 99%

Untitled

2021

IJO-BS

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The purpose of this study was to examine the highest challenges the English learners encountered during the learning of the English Language during the Covid-19 pandemic. The findings of this study proposed a conceptual framework that predicts the associated factors with e-learning: teaching methods, psychological factors, language skills, and proficiency level. The research conducted will analyse the teaching method which was ul to teach English during the pandemic season. The psychological factors associated with the learning of the English Language during the pandemic season. The language skills which can or cannot be acquired during e-learning and the proficiency level of English Language learners will be analysed in this study. An analysis of the relevant literature was conducted to demonstrate the relationships. The results were collected from all the participants attending the English Language classes online during the pandemic season. The learning should not only be limited to online and face to face classes. As the knowledge gets wider, the teaching of a language should also be wider with multiple choices.

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Utilising E-Learning to Assist Primary School ESL Pupils in Learning to Spell during COVID-19 Pandemic: A Literature Review

Cited by 20 publications

References 16 publications

The Acceptance of E-Learning Among ESL Primary School Students During Covid-19

The Acceptance of E-Learning Among ESL Primary School Students During Covid-19

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

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