SavedAdd your journal

Journals / Kahramanmaraş Sütçü İmam Üniversitesi Sosyal Bilimler Dergisi / 2022 / Cilt: 19 - Sayı: 2

Adaptation to Emergency Remote Teaching: Perspectives from Instructors Teaching in English Preparatory Programs

Onur ULUDAĞ
Hasan Çağlar BAŞOL
Pages
600–618
Publication Date
2022-08-31
DOI
—
🏛️Bibliographic metadata and full text access for this article are provided via DergiPark.
DergiPark Record ↗
✨

AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

Adopting a cross-sectional survey design, the researchers developed a questionnaire to explore reflections of ELIs concerning their remote teaching experiences, the changes that took place in their teaching practice, the challenges and issues negatively affected their instruction and their overall attitudes towards ERT.

📌 3 Key Takeaways

🎯
Objective & Hypothesis:The present study investigates the experiences of English language instructors (ELIs) teaching at tertiary-level English preparatory programs during Emergency Remote Teaching (ERT), which was imposed to mitigate the spread of COVID-19 pandemic.
📊
Key Findings & Data:It was also revealed that ERT caused an increase in the time allocated for lesson preparation and a decrease in teaching time in virtual classrooms.
💡
Conclusion & Impact:Adopting a cross-sectional survey design, the researchers developed a questionnaire to explore reflections of ELIs concerning their remote teaching experiences, the changes that took place in their teaching practice, the challenges and issues negatively affected their instruction and their overall attitudes towards ERT.
🔬Design:Survey & Empirical Study
📍Scope:Comprehensive Sample
⚙️Variables:English Language Instructors (ELIs) · English Preparatory Programs · COVID 19

Özet

The present study investigates the experiences of English language instructors (ELIs) teaching at tertiary-level English preparatory programs during Emergency Remote Teaching (ERT), which was imposed to mitigate the spread of COVID-19 pandemic. Adopting a cross-sectional survey design, the researchers developed a questionnaire to explore reflections of ELIs concerning their remote teaching experiences, the changes that took place in their teaching practice, the challenges and issues negatively affected their instruction and their overall attitudes towards ERT. The results indicated that the majority of ELIs were not involved in remote teaching prior to ERT, however they reported to have an average or above average expertise in teaching remotely. It was also revealed that ERT caused an increase in the time allocated for lesson preparation and a decrease in teaching time in virtual classrooms. ELIs also indicated that of all the factors that negatively affected their teaching practice, student-related issues disrupted ERT most. Finally, even though ELIs displayed a positive attitude towards remote teaching, they did not believe that ERT provided an effective learning experience for students and that remote teaching could potentially substitute for traditional face-to-face instruction. The study presents some implications in developing, organizing and implementing planned remote teaching of languages.

🔖

Cite This Article

ULUDAĞ, O., BAŞOL, H. Ç. (2022). Adaptation to Emergency Remote Teaching: Perspectives from Instructors Teaching in English Preparatory Programs. Kahramanmaraş Sütçü İmam Üniversitesi Sosyal Bilimler Dergisi, Cilt: 19 - Sayı: 2, 600–618. https://ajindex.com/articles/682595

📄 Full Text PDF Viewer

📄

PDF görüntüleyici hazırlanıyor...

References (9)

  1. Adedoyin, O. B., & Soykan, E. (2020). Covid-19 pandemic and online learning: The challenges and opportunities. Interactive Learning Environments. Advance online publication. https://doi.org/10.1080/10494820.2020.1813180
  2. Akbana, Y. E., Rathert, S. & Ağçam, R. (2021). Emergency remote education in foreign and second language teaching. Turkish Journal of Education, 10(2), 97-124. https://doi.org/10.19128/turje.865344
  3. Artino, A. R. (2010). Online or face-to-face learning? Exploring the personal factors that predict students' choice of instructional format, The Internet and Higher Education, 13(4), 272-276. https://doi.org/10.1016/j.iheduc.2010.07.005
  4. Bruns, C., Herrmann, T., Böckmann-Barthel, M., Rothkötter, H. J., Bernarding, J., Plaumann, M. (2021). IT support in emergency remote teaching in response to COVID-19. GMS Journal for Medical Education, 38(1). Bozkurt, A. & Sharma, R. C. (2020). Emergency remote teaching in a time of global crisis due to CoronaVirus pandemic. Asian Journal of Distance Education, 15(1), i-vi. https://doi.org/10.5281/zenodo.3778083
  5. Cheung, A. (2021). Synchronous online teaching, a blessing or a curse? Insights from EFL primary students’ interaction during online English lessons, System, 100, 102566 https://doi.org/10.1016/j.system.2021.102566
  6. Couper, M. P. (2005). Technology trends in survey data collection, Social Science Computer Review 23(4), 486–501.
  7. Creswell, J. W. (2014). Research design: Qualitative, quantitative, and mixed methods approaches (4th Edition). Thousand Oaks, CA: Sage. Dörnyei, Z. (2003). Questionnaires in Second Language Research: Construction, Administration and Processing. New York: Lawrence Erlbaum. Erarslan, A. (2021). English language teaching and learning during Covid-19: A global perspective on the first year. Journal of Educational Technology & Online Learning, 4(2), 349-367. http://doi.org/10.31681/jetol.907757
  8. Felix, U. (2008). The unreasonable effectiveness of CALL: What have we learned in two decades of research? ReCALL, 20(2), 141-161. doi:10.1017/S0958344008000323 Fishbane, L., & Tomer, A. (2020). As classes move online during COVID-19, what are disconnected students to do? March 20 Brookings Institution. https://www.brookings.edu/blog/the-avenue/2020/03/20/as-classes-move-online-during-covid-19-what-aredisconnected-students-to-do/
  9. Fryer, L. K & Bovee, H. N. (2016). Supporting students’ motivation for e-learning: teachers matter on and offline. Internet and Higher Education, 30, 21-29. http://dx.do