Abstract
Although technology use is not novel in language teaching for language instructors, the compulsory
use of technology in education, due to the epidemic, requires fully online courses since spring term
2020. This study aims to reveal the strengths and weaknesses of online language teaching and to
define the pedagogical issues of online language teaching from the perspectives of English instructors
in the age of severe epidemic called COVID-19, and it was carried out at several randomly selected
state universities in Turkey. A mixed-methods explanatory sequential research design was conducted
to collect data. The results of the study show that instructors have negative thoughts about online
teaching, and there is a significant difference between online teaching classes and face-to-face classes
in terms of motivation, student interaction, teaching techniques, activities, and equipment.
Purpose: This study aims to reveal the strengths and weaknesses of online language teaching and to
define the pedagogical issues of online language teaching from the perspectives of English instructors
in the age of severe epidemic called COVID-19.
Method: A mixed-methods explanatory sequential research design was conducted to collect data.
Results: The most of the participants suggested that presented authentic examples of language and
culture, and they had to make accommodations because of various students’ access tools and
technology. This demonstrates that instructors put on afford to enhance their teaching and solve the
problems. However, the majority of them stated that there aren’t enough opportunities to collaborate
with native speakers, and their students don’t do classwork well or better prior to COVID-19. This
indicates that the academic success of learners is low. Another significant result is that the majority of
the participants claimed that they didn’t learn new things about their students, and they were not
interested in teaching online again in the future. This shows that instructors have negative perceptions
about online language teaching in general.
Considering the interaction among students, the majority of the participants asserted that the online
teaching provides opportunities for the student to interact with each other synchronously, but not
asynchronously. It can be concluded from this result that students are isolated at their own place, and
the opportunity to socialize with their friends is less.
Conclusion and Suggestions: The study aimed to reveal the strengths and weaknesses of online
language teaching and to define the pedagogical issues of online language teaching from the
The Strengths and Weaknesses of Online Language Teaching: Pedagogical Issues from the Perspectives of English Language Instructors
Abstract
Although technology use is not novel in language teaching for language instructors, the compulsory use of technology in education, due to the epidemic, requires fully online courses since spring term 2020. This study aims to reveal the strengths and weaknesses of online language teaching and to define the pedagogical issues of online language teaching from the perspectives of English instructors in the age of severe epidemic called COVID-19, and it was carried out at several randomly selected state universities in Turkey. A mixed-methods explanatory sequential research design was conducted to collect data. The results of the study show that instructors have negative thoughts about online teaching, and there is a significant difference between online teaching classes and face-to-face classes in terms of motivation, student interaction, teaching techniques, activities, and equipment.
Purpose: This study aims to reveal the strengths and weaknesses of online language teaching and to define the pedagogical issues of online language teaching from the perspectives of English instructors in the age of severe epidemic called COVID-19.
Method: A mixed-methods explanatory sequential research design was conducted to collect data.
Results: The most of the participants suggested that presented authentic examples of language and culture, and they had to make accommodations because of various students’ access tools and technology. This demonstrates that instructors put on afford to enhance their teaching and solve the problems. However, the majority of them stated that there aren’t enough opportunities to collaborate with native speakers, and their students don’t do classwork well or better prior to COVID-19. This
indicates that the academic success of learners is low. Another significant result is that the majority of the participants claimed that they didn’t learn new things about their students, and they were not interested in teaching online again in the future. This shows that instructors have negative perceptions about online language teaching in general. Considering the interaction among students, the majority of the participants asserted that the online teaching provides opportunities for the student to interact with each other synchronously, but not asynchronously. It can be concluded from this result that students are isolated at their own place, and the opportunity to socialize with their friends is less.
Conclusion and Suggestions: The study aimed to reveal the strengths and weaknesses of online language teaching and to define the pedagogical issues of online language teaching from the perspectives of English instructors in the age of severe epidemic called COVID-19. While flexibility, autonomous learning, use of various media tools to appeal to more senses are found as the strengths of online language teaching, lack of motivation and interaction and technical issues appear as the weaknesses of online classes. Moreover, it is seen that there are pedagogical differences between online courses and face-to-face courses including teaching techniques, activities, materials and evaluation. Although it is a small-scaled study, the findings may act as a guide for future online teaching regulations.
In the study, motivation, learner autonomy and student interaction are found to be closely related to online classes. These important elements could be separately studied in online language teaching as well. Another suggestion is related to the duration of the study. The study could be conducted in a longer process with more data collection tools. Thanks to such a longer period of time, better insights may be obtained.
Details
| Primary Language | English |
|---|---|
| Subjects | Other Fields of Education |
| Journal Section | Research Articles |
| Authors | |
| Publication Date | May 22, 2022 |
| Published in Issue | Year 2022 Volume: 1 Issue: 1 |
