TEACHERS’ PERCEPTION OF ONLINE LANGUAGE TEACHING

Debby . Rizky

Abstract


As the ones taking on the responsibility, EFL teachers must master the implementation of online learning, which includes all aspects of the teaching approach, classroom management, and learning media. Based on this phenomenon, this study looked at how English teachers at senior high schools felt about online language teaching. Thus, the findings of this study found two outcomes of online language learning: positive teaching outcomes and negative teaching outcomes. The efficiency of time management and the improvement of technology literacy, which happen for both teachers and students, are included as positive outcomes. Meanwhile, technical issues and classroom management are the main issues contributing to EFL teachers’ negative outcomes. This study suggests further research be conducted on teachers or language instructors from developing countries or with lower socioeconomic backgrounds in the future to examine the effects of intermediate contextual factors on the advantages and obstacles to online teaching and learning in higher education.


Keywords


English as Foreign Language, Online Language Teaching and Learning, Remote-Learning, Perceptions

Full Text:

PDF

References


Asanov I, Flores F, McKenzie D, Mensmann M, Schulte M. (2021) . Remote-Learning, Time- Use, and Mental Health of Ecuadorian High-School Students during the COVID-19 Quarantine. Elsevier.

Atmojo, A. E. P., & Nugroho, A. (2020). EFL Classes Must Go Online! Teaching Activities

and Challenges during COVID-19 Pandemic in Indonesia. Register Journal, 13(1), 49- 76.

Ching Ting Tany.K. (2022). To Teach or Not to Teach: An International Study of Language Teachers’ Experiences of Online Teaching During the COVID‐19 Pandemic. SN Computer Science. Springer Nature. 3, 416.

Creswell, John W. (2009). Research design: Qualitative, Quantitative, and Mixed Methods Approaches. California. SAGE Publication.

Dhull, I. & MS. Sakshi. (2017). Online Learning. International Education & Research Journal [IERJ], 3 (8).

Giorgi Basilaia., David Kvavadze. (2020). Transition to Online Education in Schools during a SARS-CoV-2 Coronavirus (COVID-19) Pandemic in Georgia. Pedagogical Research Modestum, 5 (4).

Guba E, Lincoln Y. (1989). Fourth Generation Evaluation. Newbury Park. Sage Publications.

Lase, D. & Zega, Trisa. G. C. (2021). How Can Teachers Engage Students in Online Learning? A Conceptual Framework. Technium Social Science Journal. 20, 143-155.

Manegre, M. & Sabiri , K.A. (2020). Online Language Learning Using Virtual Classrooms: an Analysis of Teacher Perceptions. Tarragona, Spain. Computer Assisted Language Learning, Routledge Taylor & Francis Group. https://doi.org/10.1080/09588221.2020.1770290

Ndibalema, P. (2022). Constraints of Transition to Online Distance Learning in Higher Education Institutions during COVID-19 in Developing Countries: A systematic Review. E-Learning and Digital Media. SAGE Publication. 0 (0), 1-24.

Rasmitadila. (2020). The Perceptions of Primary School Teachers of Online Learning during the COVID-19 Pandemic Period: A Case Study in Indonesia. Journal of Ethnic and Cultural Studies. 7 (2), 90-109.

Taghizadeh, M. & Yourdshahi, Z.H. (2019). Integrating Technology Into Young Learners' Classes: Language Teachers' Perceptions. Computer Assisted Language Learning, Routledge Taylor & Francis Group.

Thomas DR. (2006). A General Inductive Approach for Analyzing Qualitative Evaluation Data. Am J Eval.

UNESCO. (2020). School Closures Caused by Coronavirus (Covid-19).

Retrieved from https://en.unesco.org/covid19/educationresponse




DOI: https://doi.org/10.24114/lt.v20i1.46628

Article Metrics

Abstract view : 132 times
PDF - 101 times

Refbacks

  • There are currently no refbacks.


Copyright (c) 2023 Debby . Rizky