What the COVID-19 Pandemic has Taught Me about Teaching Literature in Hong Kong

Chang, Hawk

doi:10.1080/1358684x.2021.1923396

Cited by 8 publications

(5 citation statements)

References 9 publications

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“…The pandemic affects the entire world, leaving many implications on social, economic and political aspects, each with its own challenges and lessons for humanity (Mirhosseini, 2021:1). Despite the challenges of transforming online (Chang 2021;Yandell 2020;Mirhosseini, 2021:1), other areas of language education can be discovered by looking at the history of this pandemic. Elementary school is one of level education impacted of pandemic, moreover for the students who still under age so that they felt shocked of it.…”

Section: Introductionmentioning

confidence: 99%

Pandemic and Language Education: Lessons for Literacy Learning in Elementary School

Mumrikoh

Djono²,

Drajati³

2022

JICP

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Distance learning is presently followed via way of means of instructional establishments global to offer college students with ongoing education for the duration of the COVID-19 pandemic. The impact of the pandemic was felt at all levels of society, including in elementary schools especially in the learning activities. This study aims to determine the use of teaching materials used before and during the pandemic, as well as changes in learning activities in elementary school students. Design of the research is descriptive qualitative research. The data were collected through online questioner, documentation and interviews. Participants in the survey were the teachers of elementary school in Indonesia. Using examples of curriculum changes, student surveys, and exemplary student responses, this study provided departmental scholars with the opportunity to reassess their education system online and offline and renew their role as teachers. The findings were analyzed using a structural equation model. This research contributes as an evaluation material in the learning system during a pandemic so that it can improve the quality of learning both offline and online.

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Section: Introductionmentioning

confidence: 99%

Pandemic and Language Education: Lessons for Literacy Learning in Elementary School

Mumrikoh

Djono²,

Drajati³

2022

JICP

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“…Concerns about "Interaction and contact with students" when teaching online lie in the inability to keep track of the "progress of students, not having insight into whether students understood the explanation" (Klusmann et al, 2022, p. 5). Chang (2021) shared his successful online fictionteaching experience in the Education University of Hong Kong during COVID-19, he showed his positive attitudes toward blended teaching, believing new learning and teaching mode gave him a favorably new insight and perspective in fiction-teaching, particularly about training students' "ability to think critically and analytically" by giving "more open-ended questions" (p. 267). In addition, what is worthy of attention is that online learning serves as a good way of "granting visibility" (p. 269) to many introverted students.…”

Section: Literature Reviewmentioning

confidence: 99%

Online and Offline Study Materials Synthesized in Motivating English Majors of China in Learning English Literature

Huan,

China,

Amini

2023

IJARBSS

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We live in an era in which technology is advanced, with convenient internet-based technology, like Wi-Fi, which enables students to access a variety of online information easily, including some study materials to help learners study on their own without only relying on their teachers for knowledge. Teachers living in such an information age also face many opportunities as well as challenges that past lecturers did not encounter, therefore, the ways students study and teachers teach have changed significantly. In addition, the COVID-19 pandemic has caused many restrictions, due to the strict lockdown policy implemented by China, making online teaching, learning, and meeting become a common phenomenon in China. Hence it becomes inevitable to get used to a new way of interaction between teachers and learners. In this article, creative pedagogy has been explored and implemented to further motivate Chinese English Majors to take a great interest in literature learning by synthesizing online and offline study materials. The programme adopted a qualitative research design, collecting textual data gained from learners who were readily interactive with their researcher in a distance-education environment to air their opinions on questions pertinent to class contents after learning some American literary writings. After the collected data is coded and analyzed, the program testifies that learners become expressive, cooperative, and fond of literature lectures after being motivated by their academic who made use of both online and offline study materials. This research can be thought-provoking for American literature academics both in and outside of China who are desirous of meaningful and fruitful pedagogy in literature teaching and are keen on strengthening communication and interaction with their learners in class.

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“…Literature has long been used in teaching English as a resource providing both motivating and authentic content (Hosseini & Pourghasemian, 2019). Also, it was found that most students were highly motivated in the learning process and felt more confident about reading literature due to some features in the system, such as 'self-paced learning, proper content arrangement, self-access learning, and user-'friendliness' (Chang, 2021). Another innovation offered by a literature study is the inclusion of a museum as a vehicle for recognizing literature in the past.…”

Section: Introductionmentioning

confidence: 99%

Teaching Literature: Infusing Literary Works on Language and Emotional Intelligence Improvement

Rokhmah,

Purwaningsih,

Anggawirya

et al. 2024

E-Structural

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Abstract. Literary works and language teaching need more prior focus on their investigation, specifically on seeing how those two things affect language proficiency. This study aims to investigate the effectiveness of teaching literature in improving students' English proficiency while also considering other aspects such as empathy, emotional intelligence, and aesthetic satisfaction. The method used was a pre-experimental design with a sample of 28 students. Before the intervention, a needs analysis was conducted to measure students' reading literacy, reading interest, and aesthetic interaction with literature. Learning objectives designed based on this needs analysis were then implemented. The data were taken through conducting need analysis, treatment, and measurement. The findings showed a significant increase in the student's English proficiency, with approximately 82% increases in empathy scores, 35% in emotional intelligence, and 20% in aesthetic satisfaction. These results indicate that literature is an effective tool for language teaching and contributes to students' holistic development in other aspects of life.Keywords: children's literature; emotional intelligence; language development; teaching literatureAbstrak. Penelitian ini bertujuan untuk mengetahui efektivitas pengajaran sastra dalam meningkatkan kemahiran bahasa Inggris siswa, serta mempertimbangkan aspek lain seperti empati, kecerdasan emosional, dan kepuasan estetika. Metodologi yang digunakan adalah desain pra-eksperimental dengan sampel sebanyak 28 siswa. Sebelum melakukan intervensi, dilakukan analisis kebutuhan untuk mengukur literasi membaca siswa, minat membaca, dan interaksi estetika dengan sastra. Tujuan pembelajaran yang dirancang berdasarkan hasil analisis kebutuhan ini kemudian dilaksanakan. Temuan menunjukkan bahwa terdapat peningkatan yang signifikan dalam kemahiran bahasa Inggris siswa, dengan peningkatan skor empati sekitar 82%, kecerdasan emosional sebesar 35%, dan kepuasan estetika sebesar 20%. Hasil ini menunjukkan bahwa sastra tidak hanya merupakan alat yang efektif untuk pengajaran bahasa tetapi juga memberikan kontribusi terhadap perkembangan holistik siswa dalam aspek kehidupan lainnya.Kata kunci: kecerdasan emosional; perkembangan bahasa; pengajaran sastra; sastra anak

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What the COVID-19 Pandemic has Taught Me about Teaching Literature in Hong Kong

Cited by 8 publications

References 9 publications

Pandemic and Language Education: Lessons for Literacy Learning in Elementary School

Pandemic and Language Education: Lessons for Literacy Learning in Elementary School

Online and Offline Study Materials Synthesized in Motivating English Majors of China in Learning English Literature

Teaching Literature: Infusing Literary Works on Language and Emotional Intelligence Improvement

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