Building bridges to enhance English learners’ accessibility amid a pandemic (original) (raw)
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Issues and Challenges Amidst the Pandemic Era: English Learners’ Voices
Journal of Information System and Technology Management, 2021
Corona virus disease 2019 has become a current pandemic and many countries have been affected by it. At the end of January 2020, the WHO Emergency Committee declared a global health emergency state as COVID-19 confirmed cases have been increasing internationally. Since then, online learning has been actively implemented globally including Malaysia. This research is purely qualitative where data was collected via online interview with four willing secondary students. The findings highlight that there are a few weaknesses regarding online learning. Poor internet connection contributes to one of the weaknesses in online learning in Malaysia. Furthermore, not understanding teachers’ teaching is also one of the limitations of online education. Online learning limitations might vary depending on the students' technological capability to access online sites and use computers. These limitations are more evident for young children or school-age students who may not have online access. Al...
Constraints in language education during the pandemic in junior high school
Global Journal of Foreign Language Teaching, 2022
The pandemic has prevented language learners worldwide from getting the right education. English is just one of those subjects in which this has been remarkably significant due to the lack of classroom interaction and the reduced amount of input students have received. The current study explores 14 EFL teachers' reflections on the main challenges they have been facing. Their responses were given in an open-ended survey. The Content Analysis carry out aimed at identifying the main constraints primary and secondary EFL teachers have faced while teaching during the first months of the pandemic. It also addresses the possible solutions they have used to address the input scarcity due to the current situation. The paper stresses that it is clear the role that input and strategies have in language learning. The paper concludes that the gap in learning may require additional teaching support in the incoming years.
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Language education during the pandemic: Lessons learned and directions for change
Language Teaching and Learning during the COVID-19 Pandemic: A Shift to a New Era, 2023
In response to COVID-19 disruption, a new approach to education has emerged: Emergency Remote Teaching (ERT). This abrupt transition from the physical classroom to the virtual one has presented educators with both opportunities and challenges, including embracing new technologies and modes of instruction to maintain continuity for students. While educators generally displayed considerable determination and resilience, the crisis showed that current learning infrastructures are highly vulnerable to disruptions. The purpose of this chapter is twofold. The first part examines the lessons learned during the pandemic and their impact on language education. The second part explores how these lessons can contribute to the development of actionable and sustainable improvements in language education and gives directions for digital strategic thinking. As such, it can provide a framework for reflection on action and future planning in the aftermath of the pandemic and beyond. The chapter appears in the book sample shared by the publisher at https://www.cambridgescholars.com/product/978-1-5275-9421-0/
Teaching English During the COVID-19 Pandemic
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On account of the worldwide Covid-19 pandemic, the move online learning amid the quarantine has different negative impacts on teachers and learners. On the point of the failure to adjust bodily instruction strategies to remove instruction, and the incapacity to plan modern teaching forms has led to pressure and tension being exerted on learning experience; this rings true for students. The present research focuses on exploring the challenges and opportunities of online education while learning English as a Foreign Language (EFL). In consequence, historical process of online education and importance of online education while learning EFL are briefly summarized, and challenges and opportunities of online education, possible security problems faced by online learners and purposes of learners' use of social media are discussed in this research. A questionnaire adapted from Becker (2019), titled ‘E-learning Questionnaire’ was used in the study. 87 students studying at Foreign Languag...
How School Closures Affected the Teaching and Learning of English During The COVID-19 Pandemic
2023
The forced closure of South African schools left learners with many challenges, especially in language learning. This study aims to explore the perceptions of teachers teaching the same subject to the same grade during the COVID-19 pandemic. The purpose is to analyse learning losses and changes in the scholastic achievement of primary school learners during the COVID-19 pandemic. A qualitative research design was chosen for this study because of its exploratory nature. Semi-structured open-ended interviews rendered data on the teachers’ perceptions of academic losses as a result of the “COVID-19” pandemic. Homogenous purposeful sampling and semi-structured open-ended interviews were used to gather data, which were coded using the induction method to reveal codes, categories and subcategories within participant voices. This study reports on the challenges faced by teachers and learners, which include a lack of parental support, inadequate technological knowledge, and neglect of schoolwork. The findings and their relevance to teaching post-COVID-19 to mitigate academic losses are discussed. The conclusion is that different forms of support are needed to mitigate the negative impact of the COVID-19 pandemic on learners’ scholastic performance.
Cognizance Journal of Multidisciplinary Studies
The sudden shift from traditional to blended learning as a result of the pandemic has posed numerous challenges and has had noticeable effects as the country gradually transitions back to face-to-face classes. This study aims to examine the teaching strategies employed by English language teachers to address the learning gaps caused by COVID-19. A convenience sampling method was used to select six teachers from different grade levels (G7 to G12) who participated in the study. A phenomenological approach was employed to identify and explore the teaching strategies that were utilized to address the learning difficulties stemming from the pandemic. Based on the teachers' interviews, the following strategies were identified: (1) incorporating activities that relate to students' daily experiences to enhance language skills, (2) providing ample opportunities for learning through recitation, repetition, and practice to improve knowledge and skills, and (3) implementing scaffolding ...
English language teaching and learning during Covid-19: A global perspective on the first year
Journal of Educational Technology and Online Learning
Pandemic Covid-19 Emergency online teaching English language teaching and learning First year analysis The world recently witnessed the unexpected emergence of a coronavirus that caused the Covid-19 pandemic and severely impacted all aspects of human life. The sudden lockdown that came with the announcement of the pandemic affected health systems, the world economy and, inevitably, education systems across the globe. Due to the pandemic, schools and universities were closed, face-to-face education was suspended and a shift to emergency online teaching was instituted. English language training took its share in this transition and several studies were conducted to investigate the effects of the pandemic on emergency online teaching and the learning of English. This integrative literature review study analyses and synthesizes the research studies conducted between March 2020 and February 2021 to illustrate the first year of the pandemic in terms of English language teaching and learning globally. Thus, 69 research studies were selected for analysis. Findings show that the emergency online teaching and learning of English mainly created challenges due to the internet connection problems and students' access to computer or smart phones. On the other hand, contributing the teachers' digital literacy skills, the significance of online teaching and learning in case of emergency situations was highlighted as the findings showed. The studies produced conflicting results in terms of the implementation of emergency online teaching and learning practices, English language teachers and students' perceptions and attitudes, the affective, motivational and cognitive aspects, and the impact of emergency online teaching on the language development of students. Research Article
EduLine: Journal of Education and Learning Innovation
Limited Face-to-face Learning is a government initiative program to solve the problem of learning loss during online learning in the Covid 19 outbreaks by implementing strict health protocol procedures to prioritize student safety. This research aimed to describe the preparation for learning in the new normal period, explore the practice of limited face to face learning in English subject, and teachers’ strategies in teaching English in the post pandemic. This research used a descriptive qualitative method with a case study with the total respondents were 45 English teachers of Senior high school in Banyuwangi. The data needed was obtained through questionnaire and interview. The findings showed that the implementation of limited face to face learning had followed the government rules in the new normal period. English teaching learning process had generally been going well and was presented through several interesting strategies and fun methods, although a number of obstacles arise ...
TESOL in Context
As this issue of TESOL in context goes to press, we are looking back on a period of close to 18 months since the COVID-19 pandemic became a reality for Australia. The immediate, farreaching and ongoing impact of the pandemic on education has been captured and documented in much academic and professional debate to date (Kenley, 2020; Zentrum für Lehrerinnen- und Lehrerbildung Bamberg (ZLB), 2020). Restrictions on travel resulting from the pandemic have severely impacted teachers, students and teacher educators all over the world (Tran, 2020).