EFL Educators’ Insights into Online Education and its Impact on Teaching during the COVID-19 Pandemic
Cynthia Hidalgo-Camacho
,
Wilma Villacís Villacís
,
Gloria Isabel Escudero
,
Juan Carlos Silva
After months of 100% online teaching due to the pandemic produced by COVID-19, the return to face-to-face classes is being experienced. This study foc.
- Pub. date: July 15, 2023
- Pages: 1207-1217
- 493 Downloads
- 911 Views
- 2 Citations
After months of 100% online teaching due to the pandemic produced by COVID-19, the return to face-to-face classes is being experienced. This study focused on finding the English as a foreign language (EFL) University professors’ perspectives of online education during that time. The information was collected from three Ecuadorian universities: The Technical University of Ambato, The Higher Polytechnic School of Chimborazo, and The University of Cuenca. The survey was designed with 26 questions about professors’ perceptions of online teaching and its impact on their pedagogical practices, affective factors, and student achievement. Software R, and the Cronbach's alpha tests were used as statistical tools, along with Kendall's Tau_b, and the Kruskal-Wallis test. The results showed that teaching online not only represents a solution in cases where face-to-face education is not possible, but also offers teachers the opportunity to experience the benefits of using technological tools and innovative strategies. Although some drawbacks, such as lack of time and real interaction were encountered, online teaching resulted in an alternative methodology that engaged learners.
Keywords: Affective factors, EFL, online education, pedagogical practices, student achievement.
References
Abou Shaabani, S. S. (2020). TEFL professors’ e-learning experiences during the COVID 19 pandemic. European Journal of Foreign Language Teaching, 5(1), 82-97. http://doi.org/10.46827/ejfl.v5i1.3202
Adnan, A. H. M., Ahmad, M. K., Yusof, A. A., Mohd Kamal, M. A., & Mustafa Kamal, N. (2019). English language simulations augmented with 360-degrees spherical videos (ELSA 360-videos): Virtual reality’ real life learning. In Leading towards creativity & innovation (Series 1) (pp. 82-88). MNNF Publisher. https://ssrn.com/abstract=3494447
Ahmadi, M. R. (2018). The use of technology in English language learning: A literature review. International Journal of Research in English Education, 3(2), 115-125. https://doi.org/10.29252/ijree.3.2.115
Alolaywi, Y. (2021). Teaching online during the COVID-19 pandemic: Teachers' perspectives. Journal of Languages and Linguistic Studies, 7(4), 2022-2045. https://doi.org/10.52462/jlls.146
An, Y., Kaplan-Rakowski, R., Yang, J., Conan, J., Kinard, W., & Daughrity, L. (2021). Examining K-12 teachers’ feelings, experiences, and perspectives regarding online teaching during the early stage of the COVID-19 pandemic. Educational Technology Research and Development, 69, 2589-2613. https://doi.org/10.1007/s11423-021-10008-5
Andrade-Vargas, L., Estevao-Romeiro, A., Iriarte-Solano, M., Riofrio-Leiva, V., & Yunga-Godoy, D. (2021). Teachers’ perceptions, institutional challenges, and educational sustainability during COVID-19 in Ecuador. Heliyon, 7(12), Article e08596. https://doi.org/10.1016/j.heliyon.2021.e08596
Azizi, Z. (2022). A Phenomenographic study on university English teachers’ perceptions of online classes during the COVID-19 pandemic: A focus on Iran. Education Research International, 2022, Article 1368883. https://doi.org/10.1155/2022/1368883
Bates, A. W. (2018). Teaching in a digital age: Guidelines for designing teaching and learning for a digital age. BCcampus.
Dawadi, S., Shrestha, S., & Giri, R. A. (2021). Mixed-methods research: A discussion on its types, challenges, and criticisms. Journal of Practical Studies in Education, 2(2), 25-36. https://doi.org/10.46809/jpse.v2i2.20
Hashemi, A. (2021). Online teaching experiences in higher education institutions of Afghanistan during the COVID-19 outbreak: Challenges and opportunities, Cogent Arts & Humanities, 8(1), Article 1947008. https://doi.org/10.1080/23311983.2021.1947008
Hidalgo-Camacho, C., Escudero, G. I., Villacís, W., & Varela, K. (2021). The effects of online learning on EFL student’s academic achievement during coronavirus disease pandemic. European Journal of Educational Research, 10(4), 1867-1879. https://doi.org/10.12973/eu-jer.10.4.1867
Huang, M., Shi, Y., & Yang, X. (2020). Emergency remote teaching of English as a foreign language during COVID-19: Perspectives from a university in China. International Journal of Educational Research and Innovation, (15), 400-418. https://doi.org/10.46661/ijeri.5351
Joshi, A., Vinay, M., & Bhaskar, P. (2021). Impact of coronavirus pandemic on the Indian education sector: Perspectives of teachers on online teaching and assessments. Interactive Technology and Smart Education, 18(2), 205-226. https://doi.org/10.1108/ITSE-06-2020-0087
Kerr-Sims, S., & Baker, D. M. (2021). Faculty perceptions of teaching online during the COVID-19 university transition of courses to an online format. Journal of Teaching and Learning With Technology, 10(1), 337-353. https://doi.org/10.14434/jotlt.v10i1.31621
Lassoued, Z., Alhendawi, M., & Bashitialshaaer, R. (2020). An exploratory study of the obstacles for achieving quality in distance learning during the COVID-19 pandemic. Education Sciences, 10(9), Article 232. https://doi.org/10.3390/educsci10090232
Li, M., & Yu, Z. (2022). Teachers’ satisfaction, role, and digital literacy during the COVID-19 pandemic. Sustainability, 14(3), Article 1121. https://doi.org/10.3390/su14031121
Maphosa, V. (2021). Teachers’ perspectives on remote-based teaching and learning in the COVID-19 era: Rethinking technology availability and suitability in Zimbabwe. European Journal of Interactive Multimedia and Education, 2(1), Article e02105 https://doi.org/10.30935/ejimed/9684
Meirovitz, T., Russak, S., & Zur, A. (2022). English as a foreign language teachers’ perception regarding their pedagogical-technological knowledge and its implementation in distance learning during COVID-19. Heliyon, 8(4), Article e09175. https://doi.org/10.1016/j.heliyon.2022.e09175
Mishra, L., Gupta, T., & Shree, A. (2020). Online teaching-learning in higher education during lock-down period of COVID-19 pandemic. International Journal of Educational Research Open, 1, Article 100012. https://doi.org/10.1016/j.ijedro.2020.100012
Nambiar, D. (2020). The impact of online learning during COVID-19: students’ and teachers’ perspective. The International Journal of Indian Psychology, 8(2), 783-793. https://bit.ly/43LV8DP
Naqvi, S., & Zehra, I. (2020). Online EFL emergency remote teaching during COVID-19, Challenges and Innovative Practices: A case of Oman. In Proceedings of the 2nd MEC TESOL Conference 2020 (pp.17-35). Arab World English Journal. https://doi.org/10.24093/awej/MEC2.2
Ngo, T. C. T. (2021). EFL teachers’ emotion regulation in response to online-teaching at Van Lang University. In P. V. P. Ho, A. B. Lian, A. P. Lian, P. T. Hung, N. H. Long, D. H. Liem, T. T. N. Linh, N. G. C. Thuy, D. P. Anh, N. N H. Vy, N. H. M. Phuong, N. T. Minh & L. Q. Thao (Eds.), Proceedings of the 17th International Conference of the Asia Association of Computer-Assisted Language Learning (pp.80-87). Springer . https://doi.org/10.2991/assehr.k.210226.010
Saha, S. M., Pranty, S. A., Rana, M. J., Islam, M. J., & Hossain, M. E. (2022). Teaching during a pandemic: do university teachers prefer online teaching? Heliyon, 8(1), Article e08633. https://doi.org/10.1016/j.heliyon.2021.e08663
Selvaraj, A., Vishnu, R., Ka, N., Benson, N., & Mathew, A. J. (2021). Effect of pandemic based online education on teaching and learning system. International Journal of Educational Development, 85, Article 102444. https://doi.org/10.1016/j.ijedudev.2021.102444
Sevy-Biloon, J. (2021). Virtual or face to face classes: Ecuadorian university students’ perceptions during the pandemic. English Language Teaching Educational Journal, 4(1), 15-24. https://doi.org/10.12928/eltej.v4i1.3935
Shah, A. H., & Alam, I. (2020). The study on role of technology in facilitating and promoting ELT. Asian ESP Journal, 16(5.2), 81-97. https://bit.ly/3AyLIhr
Tsegay, S. M., Ashraf, M. A., Perveen, S., & Zegergish, M. Z. (2022). Online teaching during the COVID-19 pandemic: Teachers’ experiences from a Chinese university. Sustainability, 14(1), Article 568. https://doi.org/10.3390/su14010568
Vaillant, D., Rodríguez-Zidán, E., & Questa-Torterolo, M. (2022). Pandemic and teacher’s perceptions about emergency remote teaching: The Uruguayan case. Educare Electronic Journal/ Revista Electrónica Educare, 26(1), 1-21. https://doi.org/10.15359/ree.26-1.4
Zou, B., Huang, L., Ma, W., & Qiu, Y. (2021). Evaluation of the effectiveness of EFL online teaching during the COVID-19 pandemic. SAGE Open, 11(4), 1-17. https://doi.org/10.1177/21582440211054491