Challenges of Teaching English Language Online: Teachers Perspective (original) (raw)
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Journal of Language Teaching and Research, 2021
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Due to the COVID-19 pandemic and government policy to carry out online learning or study from home in Balikpapan, Indonesia, this study aims to describe the teachers’ perception of the challenges in the implementation of online learning in teaching English subjects in the learning process and the recommendation to overcome the problems. This research is a qualitative descriptive study. Three English teachers volunteered to participate in this research through invitation at SMK Nusantara Balikpapan. The research data collected through in-depth interviews, which were analyzed descriptively by using interactive techniques. The Thematic analysis is done by collecting data, reducing data, presenting data, and drawing conclusions. The results of the data analysis show that three English teachers were not too familiar with online learning at first, so they still have many obstacles in the teaching process by using online applications or platforms. There are several obstacles, such as using...
Teaching English Online in the Times of Covid-19 at a Saudi University: Opportunities and Challenges
International Journal of Linguistics, 2023
During the outbreak of Covid-19 pandemic in the late 2020, online learning has become a coercive solution and a last resort, not just a luxurious option of learning style. The forced sudden transition from face-to-face educational system to online education is an unprecedented phenomenon that represented a challenge in itself, therefore, needed to be explored and studied thoroughly. This study, based on a sequential explanatory mixed methods research design, aims to explore the opportunities and challenges of teaching English online in the times of Covid-19 through surveying English language instructors in the context of a Saudi government university in the city of Jeddah in the Western Region of the Kingdom of Saudi Arabia. The study utilised a survey approach using an adopted questionnaire to 41 instructors (23 males and 18 females). Analyses of the data indicated that the majority of the teachers were knowledgeable and experienced enough with the online platforms, however, they were overwhelmed with the unexpected and sudden transformation to the full mode online learning. Furthermore, a large number of the participants expressed their initial frustration trying to adjust to the full mode online system, however, they found ample opportunities for more teaching and learning flexibility with an autonomous learning provision for the students.
Journal of Education and Learning, 2022
The global spread of online learning is noticeable and has further expanded due to the COVID-19 pandemic. Although this mode of learning is effective, several concerns have been raised by teachers. This qualitative study aimed to explore English as a Foreign Language (EFL) teachers’ perceptions of the online learning environment in order to uncover the challenges they face while teaching online. To achieve this objective, semi-structured interviews were conducted with 25 EFL teachers from the Preparatory Year Program (PYP) at King Abdulaziz University (KAU) in Jeddah, Saudi Arabia to examine their perceptions of online teaching. The transcribed interviews were coded using NVivo®, after which a thematic analysis was employed to reveal the emerging themes. The results showed challenges related to four main themes: students; institution; teachers; and the system, as well as a number of sub-themes. This study found that the most significant challenge that EFL teachers faced in an online learning environment was related to students, specifically their participation, motivation, tendency to cheat during online exams, and not taking responsibility for their learning. Another major challenge was the result of copying face-to-face learning to the online learning environment without making suitable adjustments. This research also shed light on some of the negative consequences of online learning for EFL teachers; its findings could help institutions and policymakers to modify content and support teachers by training them to develop their online teaching skills.
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This study aims to describe the problems that English teachers faced in online teaching and learning activities during Covid-19 pandemic and how they solved those problems. The respondents of this study were two English teachers, an IT staff, and twenty five students of State Senior High School 3 of Banyuasin III, South Sumatra, Indonesia. This study was conducted with qualitative descriptive method with guided interview and close-ended questionnaire as the techniques of collecting data. The findings of this study were problems that English teachers faced in online teaching dealt with lack of facilities and difficulties in delivering online lesson.In addition to those problems, the teachers also solved problems such as stress and loneliness that some students felt in conducting online learning activity. Teachers' solutions to these problems were to allow students with lack of facilities problem to go to the school with health protocols that they must obey. As for difficulties in delivering online lesson, the teachers tried to create interesting learning media and they also provided group discussion for students.
With the spread of COVID-19 all over the world, the transformation of the educational system and the implementation of remote lessons became the only possible variant to continue the process of teaching students for English as a foreign language (EFL) teachers. This tendency was unexpected and became rather difficult for teachers and administrators who were typically not involved in online education to facilitate that change smoothly. The purpose of the study is to investigate the pedagogical opportunities and challenges for teachers who have to work online during the pandemic organizing the lessons of foreign languages in Saudi Arabia. The study is based on the analysis of the information received during qualitative semistructured interviews with teachers from Saudi Arabian Universities and English language centers who use online classes as an alternative to traditional English lessons. The results of the study show that from the teacher's perspective, challenges included a lack of student engagement, unnatural communication patterns, unusual requirements for planning content, and technical difficulties. The study found that remote education is hampered by low student engagement, lack of appropriate technology, incompatibility with new technologies, emotional stress, communication issues, student perception of material, attention on work, and inability to communicate with teachers and classmates. Moreover, the major findings include the solutions to the existing issues of online education, such as the creation of compelling content, the use of powerful online tools, the provision of effective platforms to students, the deeper focus on listening skills, and the use of technologies. Plain Language Summary Challenges and opportunities of teaching English online in Saudi Arabia during the COVID-19 pandemic The purpose of this study is to investigate the pedagogical opportunities and challenges faced by English as a foreign language (EFL) teachers in Saudi Arabia during the COVID-19 pandemic, as they transitioned to online teaching. Qualitative semi-structured interviews were conducted with teachers from Saudi Arabian Universities and English language centers who utilized online classes as an alternative to traditional English lessons. The study revealed that teachers encountered various challenges, including low student engagement, difficulties in communication, unconventional content planning requirements, and technical issues. Moreover, the research identified factors hindering remote education, such as student disengagement, inadequate technology, emotional stress, communication problems, student perception of material, attention span, and limited interaction with teachers and peers. The findings also highlighted potential solutions, including the development of captivating content, utilization of effective online tools, provision of robust platforms, emphasis on listening skills, and leveraging appropriate technologies.
JETS: Journal of English Teaching Strategies
Instructing amid the Covid-19 widespread is challenging for teachers who have never implemented online or virtual learning. There are many challenges occur according to the implementation of remote teaching. It is necessary to comprehend the reflection of teachers‘ performance in online teaching as the contribution for school policy makers to develop teachers’ quality through enhancing technology-based learning. The purpose of this study was to investigate the reflections of teachers on online learning during the pandemic and learning in the new normal. From the results of interviews with several teachers, it is indicated that students’ motivation, the role of parents, an unstable network, supporting devices, the ability to purchase data packages, and geographic location were all shown to be problems during online learning. Furthermore, throughout the pandemic, online learning has an impact on students' English learning achievement, particularly in listening and speaking skills....
The Implementation of Online Teaching during Pandemic and Its Problems in EFL Classrooms
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Due to the Pandemic situation, online teaching is recommended by the Indonesian government. However, the implementation of online teaching may still become a dilemma for English teachers since each school has different facilities, students' and teachers' competence, and schools' different conditions. This paper presents the findings of a study of the implementation of online teaching English that focus on the teaching and learning process: pre-teaching, whilst teaching and post-teaching activity and its problem in one of the senior high schools in Padang. Descriptive qualitative is used in this research. The data is collected through the recording of classroom observation of English teachers in the EFL classroom and the Stimulated Recall Interview (SRI) with the respective teachers. The Stimulated Recall Interview was done to find out teachers' problems in online teaching. The participants are five English teachers in SMAN 16 Padang. The result was not all English teachers did all the activities in each stage suggested. In preteaching activity, the teachers take attendance, greet and give motivation to the students. Then, they jump to give the assessment to the students and ask them to submit it. Some of the activities in whilst and post-teaching activity were mot done by the teachers. These were because they have the problem in pre-teaching activity: the preparation, choosing, and using the appropriate platform and strategy based on learning objective. Thus, the effect of these situations was that the online teaching of English became not effective.
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The purpose of this research was to describe the analysis of difficulties in Online English Learning experienced by the EFL teacher at SMP 5 Parepare. This research used descriptive qualitative method with the population in this research was the English teacher at SMPN 5 Parepare. The sample technique used was totally sampling so that the sample of 4 English teachers obtained. Data collection techniques used in this research were interviews and voice recordings. The research of data analysis from Interview showed that the way the English Teacher delivered the class by online system in this pandemic covid-19. It was dominated by the using of learning applications as media of this new learning method. All of the English teacher at SMP 5 Parepare used WhatssApp application to delivered their class by using another application to prepare the materials. The students used the specific learning application for examination or task such as G-Form and Quizizz. The writer found some troubles/d...