How School Closures Affected the Teaching and Learning of English During The COVID-19 Pandemic (original) (raw)
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The Lingering Effects of Pandemic The Journey of English Language Teachers
Psychology and Education: A Multidisciplinary Journal, 2024
This study aimed to discover the experiences, challenges encountered and gained insights of English language teachers with the lingering effects of pandemic in all elementary schools in District VI – Schools Division of Cotabato City. It employed qualitative research design using the semi-structured Key Informant Interview (KII) guide questions as gathering information. There has been no research highlighting the experiences of elementary English teachers upon the return of in-person classes. The findings revealed participants’ experiences on the lingering effects of pandemic were adapting to changes in teaching-learning, basic skills development, impact on learning progress and development, technology and connectivity insufficiency and emotional toll and reflections on teaching effectiveness. Thus, with the learning of pupils were learning loss and academic gaps, impact on basic skills and comprehension, emotional response and bridging learning gaps and providing support. The challenges encountered were addressing learning loss and mental health, struggles in vocabulary comprehension, difficulty in teaching English and difficulty in adjusting to new learning environment. The interventions made were adaptability and flexibility in teaching methods, collaboration and community engagement, adapting teaching strategies, innovative teaching approaches, focus on student well-being, and continuous learning improvement. Lastly, gained insights were valuing the essence of resiliency with adaptability, flexibility and dedication, collaboration with innovation and support, continuous learning and professional growth, student-centered approach and well-being and human interactive connection with empathy. The findings have implications for educational policymakers, administrators and partners in other fields to intensify programs related in addressing the lingering effects of pandemic educationally and economically.
The role of school principals in addressing the educational loss in English Language resulting from COVID-19 pandemic from teachers’ perspective, 2023
Introduction. Disruptions to the educational system and ESL programmes have been particularly severe as a result of the COVID-19 pandemic. Significant losses in learning outcomes, have resulted from the forced shift from traditional to remote learning modes, exposing weaknesses and large holes in the educational framework. These disruptions in the classroom have highlighted the critical need for thorough research into and comprehension of the new educational landscapes, which are characterised by decreased language exposure, fewer practise opportunities, and lessened interactive learning. To create innovative and adaptable educational frameworks that can lessen the effects of global disruptions on language acquisition and academic success, this knowledge is essential. Aim. The study aimed to identify the role of public-school principals in addressing the effects of educational loss resulting from the COVID-19 pandemic from the teachers' perspective, and to reveal the significance of differences in estimates according to the classification variables of the research. Study participants and methods. The researchers used the descriptive method in its analytical and constructive style, and they used the focus group method (focused), and the questionnaire was used and applied to a random sample of (78) English teachers chosen from 30 public schools in the capital Amman. The results. The study showed that the total score of the overall relative weight of the four domains (administrative role, technical, supervisory, and societal role) was determined to be 70.24%, with the relative weights of the administrative role being 68.86%, the technical role being 68.20%, the supervisory role being 73.46%, and the societal role being 69.58%. From the teachers' perspective, the principals' high levels of involvement in all of these areas are indicative of the significance principals place on their supervisory role in the regular course of school life. High levels of implementation can be seen in the relative weights given to certain sections within these domains, such as the preparation of school schedules and the listing of abilities lost among children as a result of dropping out of school (71.36% and 71.50%, respectively). The "T" and "Sig" values in all sections of the survey show that there are no statistically significant differences in school principals' perspectives on preventing and reversing student learning loss on the basis of gender or educational background; similar patterns were identified across roles, highlighting consistency of approach regardless of gender or academic credentials; for example, the Significance value for the teachers perspectives about the administrative role of male (Mean=3.537, N=83) principals was 0.142 compared to female principals (Mean=3.332, N=70), which means male principals act their administrative role more effective than female principals. Conclusions. The spread of COVID-19 has clearly altered the status quo of education, especially for ESL classes. As a result, the transition to online education has highlighted critical flaws in the traditional model. This study sought to better understand the critical function of public school principals in preventing educational losses from the perspective of English instructors in Amman. On average, the data showed that principals played a significant influence in preventing these dropouts throughout the administrative, technical, supervisory, and sociological spheres, with the latter function appearing as the most important. Principals' approaches were constant across gender and educational boundaries. There was a small but noticeable disparity between the administrative efficacy of male and female principals. Given these findings, it's evident that schools need to change their teaching methods to better prepare students for the future. This is especially true when it comes to English Language Acquisition (ELA), where students need to be prepared for both current and future issues.
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EDUVELOP, 2021
This study seeks to find out the English teachers' reflections and lessons learned in language teaching during the pandemic. The method used was a guided narrative frame in which the teachers from the suburban wrote down their feelings and lived experiences. The data was analysed using thematic analysis and presented in themes. The findings indicate that the teachers found it challenging at the beginning of their online teaching. Both the teachers and students faced problems including economic situations, tech problems and mental struggles. Interestingly, this finding is similar to the outskirt teachers and students' problems. Besides, the teachers have learned the most vital things during their language teaching in the early year of the pandemic. They continuously shift their teaching strategies, provide personalised feedback to support the students' engagement, and become adaptable teacher-learners. Suggestions are provided for both teachers and policymakers.
COVID 19 death toll trajectory on learner language proficiency
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The main objective of this investigation is to explore whether COVID 19 deaths have effects with regards to language proficiency, predominantly reading. Reading levels seem to have deteriorated as difficulties in spelling and pronunciation of simple English words were demonstrated by learners. In this qualitative inquiry, the author used a case study. The researcher perceived it essential for a qualitative approach to be embarked on hence investigating teachers’ life experiences in their natural, context-specific settings. Semi-structured interviews were administered to ten conveniently nominated secondary school teachers. A narrative analysis was used to categorize data into themes that were noted as findings of this examination. A major finding of this inquiry was (i) sudden lack of parental involvement emanating from the (ii) drastic shift in socio-relations amongst the members of the communities, this causing reading to become an overwhelming routine. The study concludes that ac...
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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 ...
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The sociocultural theory of learning acknowledges parents as integral role players in the process of their children’s learning. As in many other parts of the world, when South African schools moved to remote online learning due to the COVID-19 pandemic, teachers became increasingly dependent on the agency of parents. Using an interpretivist lens and a qualitative approach, this study probes the experiences of Foundation Phase teachers in South Africa’s Mangaung Municipality in their interaction with parents in 2020, during the pandemic lockdowns. The findings point to the following challenges during the pandemic, as perceived by the teachers: difficulty in communicating with parents; difficulty in working with parents to support learning; and insufficient parental commitment. The findings also point to shortfalls in respect of three dynamics—collaboration, feedback, and trust—as being central to the perceived challenges. The study concludes with a call for improved relations between...
Fragility Compounded: The State of the South African Educational System in the Aftermath of Covid-19
2023
In this chapter we undertake an assessment of how Covid-19 impacted the South African education system two years on. Our argument is that COVID-19 compounded the challenges of an inherently fragile education system. Important elements of this system were precipitously weakened as budget cuts were instituted and funds for infrastructural maintenance diverted towards emergency requirements. The chapter begins with a description of the major structural features of the South African education system that were there before the pandemic, highlighting the country's racialised and classed inequalities. It then describes how government, labour unions, parents and civil society, including non-governmental organisations, responded. The chapter then estimates the losses on contact time, dropouts, and learning. Extrapolating from annual achievement studies conducted in one province, we estimate that after two years of COVID-19-related losses, the national achievement scores were even lower than what we earlier estimated. Our analysis showed that the most fragile parts of the system, serving the poor, struggled to sustain basic levels of functionality. The privileged parts of the education system also experienced further learning losses. Ground previously gained due to targeted intervention was severely eroded. The contribution ends with an evaluation of the responses of the South African government using the ideas presented by the International Commission on the Futures of Education.
The Impact of Covid-19 on English Language Learners: A Qualitative Case Study
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Appearing in early 2020, Covid 19 hit the world. It created great fear and anxiety in almost all countries including Turkey. It also caused significant social, cultural and economic changes in societies. One of the sectors experiencing these changes and difficulties in societies is undoubtedly education. Based on this reality, this study aims to reveal to what extent the distance education caused by Covid 19 affects the attitudes of the students of Necmettin Erbakan University School of Foreign Languages towards English learning and their success. The study was carried out synchronously, in which the lecturer and the 19 English Language Teaching preparatory class students were in communication all the time. It was a qualitative study, and semi-structured interview was used as the tool to collect data. The findings were analyzed in depth making use of interpretive analysis. The biggest drawback of on-line learning was found out to be not having the interaction carried out in a physical classroom. The results showed that the switch to on-line learning can seem challenging both for teachers and for students.
Teachers' Opinions on Students' Learning Losses During the COVID-19 Pandemic: A Case Study
IOJES, 2022
The aim of this study was to examine the learning losses experienced during the Covid-19 pandemic based on teachers' opinions. For this purpose, a case study, one of the qualitative research methods, was carried out. Opinions of 35 teachers working at different school levels were gathered. The subjects were interviewed using a semistructured interview form. The interviews were conducted online due to the restrictions of Covid-19. The data were measured by content analysis, and it was indicated that distance education was less effective. It was also revealed that there are some reasons for learning loss stemming from family, students, teachers, educational system and school administrators. The teachers reported that students generally suffered from learning losses in all courses. The teachers emphasized that Web 2.0 tools should be used, internet access should be provided, equipment support should be provided, infrastructure problems should be eliminated, fun activities should be added and materials should be used in order to prevent learning losses in the distance education process. Finally, the teachers suggested that extra courses should be given, summer recovery programs should be offered, the subjects should be reviewed, the lesson periods should be longer, and lessons should be taught effectively in order to eliminate learning losses.
An Early Research Response to the Impact of COVID-19 on South Africa's Education System
Learning and "Building Back Better" , 2021
This publication presents a public account of an early research response to the impact of the COVID-19 pandemic on the education system in South Africa. This response took place between March and April 2020 during the most acute period of the COVID-19 lockdown in South Africa. The publication provides a high-level account of the collaborative effort premised on an action research approach and underpinned by the work of young volunteers that included university students, newly qualified teachers and others, working under the guidance of established researchers, and peer reviewers from South African universities, government departments and several international experts. The research was completed in this short period, and released soon thereafter, in an attempt to provide ‘real time’ contributions that policy makers could use when it was needed most. The twelve thematic workstream reports from the South African response are integrated in this publication according to five cross cutting dimensions: uncertainty and complexity; risk, anticipation, opportunity and personal risk; hunger, anxiety, depression, abuse and boredom; inequality, social cleavages and resources; and information, accountability and responsiveness. The five main chapters of this publication explore various aspects within this framework, with the specific intention to not only summarise the workstreams, but to provide a deeper layer of analysis and insights that could be of value to other countries during and after the COVID-19 pandemic period. The insights and observations from the South African experience are made available to an international audience, not because all the answers were found, nor because the authors claim the research to be above criticism, but because the process has shown what can be done in a time of crisis, in an agile and collaborative manner, by educational researchers from diverse backgrounds and highly varied levels of experience. If this can be done in a country like South Africa, with its huge inequalities and diverse groupings, many others could do the same. Collaborations such as these can only make education systems more robust as we build a new generation of teachers and educationalists that our world needs, now more than ever.