Adaptation to Emergency Online Education: A Case of Oral Communication Skills Course in ELT

Yıl 2021, Cilt: 5 Sayı: 1, 45 - 51, 30.06.2021

Belkıs Zeynep Özışık

https://doi.org/10.31805/acjes.937851

Cited By: 1

Öz

The significant growth of the cases all around the world caused by the Covid-19 pandemic necessitated the intermittent closures in higher education in March, 2020 in Turkey. Yozgat Bozok University started online education synchronously and asynchronously via Google Meet and Google Classroom. This paper aims to present ELT students’ online experience in carrying out Oral Communication Skills course adapted to distance learning. Secondly, by conducting qualitative research methods, it presents students’ standpoints concerning the problems they faced with an unplanned and unprepared online education. The researcher
sent reflective writing questions to students and then arranged online interviews. Qualitative data were analyzed by NVivo 12 and learner-reported data bring fruitful insights on students’ attitudes towards Google Meet and Google Classroom. It is founded that these applications increase students’ interaction and help them promote communication skills. However, poor internet connection and lack of internet access are noted by all the participants as a basic problem for online education. The present study drawing on current distance learning literature suggests instructors to design student-centred online environment to foster student participation.

Anahtar Kelimeler

Communication Skills, English Language Teaching, Google Classroom, Google Meet, Online Education, Google Classroom

Adaptation to Emergency Online Education: A Case of Oral Communication Skills Course in ELT

Öz

The significant growth of the cases all around the world caused by the Covid-19 pandemic necessitated the intermittent closures in higher education in March, 2020 in Turkey. Yozgat Bozok University started online education synchronously and asynchronously via Google Meet and Google Classroom. This paper aims to present ELT students’ online experience in carrying out Oral Communication Skills course adapted to distance learning. Secondly, by conducting qualitative research methods, it presents students’ standpoints concerning the problems they faced with an unplanned and unprepared online education. The researcher sent reflective writing questions to students and then arranged online interviews. Qualitative data were analyzed by NVivo 12 and learner-reported data bring fruitful insights on students’ attitudes towards Google Meet and Google Classroom. It is founded that these applications increase students’ interaction and help them promote communication skills. However, poor internet connection and lack of internet access are noted by all the participants as a basic problem for online education. The present study drawing on current distance learning literature suggests instructors to design student-centred online environment to foster student participation.

Anahtar Kelimeler

Communication Skills, English Language Teaching, Google Meet, Google Classroom, Online Education

Kaynakça

• Abuseileek, A. F. (2012). The Effect of Computer-Assisted Cooperative Learning Methods and Group Size on the EFL Learners' achievement in Communication Skills. Computers & Education, 58 (1), 231-239.
• Al-Haj, A.-G. M. (2020). Using Educational Technology to Enhance Teaching and Learning EFL (A Case Study of English Language Teachers-KKU-Faculty of Sciences and Arts at Muhayle Assir). Journal of Language Teaching and Research, 11 (4), 561-567.
• Alkan, H., & Bümen, N. T. (2020). An Action Research on Developing English Speaking Skills through Asynchronous Online Learning. International Journal of Curriculum and Instruction, 12 (2), 127-148.
• Amin, F. M., & Sundari, H. (2020). EFL Students' Preferences on Digital Platforms during Emergency Remote Teaching: Video Conference, LMS, or Messenger Application? Studies in English Language and Education, 7 (2), 362-378.
• Atmojo, A. E., & Nugroho, A. (2020). EFL Classes Must Go Online! Teaching Activities and Challenges during COVID-19 Pandemic in Indonesia. Register Journal, 13 (1), 49-76.
• Azhar, K. A., & Iqbal, N. (2018). Effectiveness of Google Classroom: Teachers' Perceptions. Prizren Social Science Journal, 2 (2), 52-66. Banafshi, M., Khodabandeh, F., & Hemmati, F. (2020). Comparing EFL Learners' Responses in Online and Traditional Classes: A Mixed Method Approach. Turkish Online Journal of Distance Education, 21 (4), 124-142.
• Baron, R. (2020). Students' Perception on Online Application in Speaking Skill. Voices of English Language Education Society, 4 (2), 213-221.
• Cakrawati, L. M. (2017). Students' Perceptions on the Use of Online Learning Platforms in EFL Classrooms. English Language Teaching and Technology Journal, 1 (1), 22-30.
• Dennen, V., & Bonk, C. (2007). We'll leave the light on for you: Keeping learners motivated in online courses. In B. H. Khan, Flexible Learning in An Information Society (pp. 64-76). Hersley, USA: Information Science Publishing.
• Dhull, I., & Sakshi, M. (2017). Online Learning. International Education and Research Journal, 3 (8), 32-34.
• Efriana, L. (2021). Problems of Online Learning during Covid-19 Pandemic in EFL Classroom and the Solution. Journal of English Language Teaching and Literature, 2 (1), 38-47.
• Fakhruddin, A. (2018). Using Google Meet in Teaching Speaking. Journal of English Language Learning, 2 (2), 43-46.
• Gleason, J., & Suvorov, R. (2011). Learner Perceptions of Asynchronous Oral Computer-Mediated Communication Tasks Using Wimba Voice for Developing Their L2 Oral Proficiency. In S. Huffman, & V. Hegelheimer, The role of CALL in hybrid and online language courses. Ames: Iowa State University.
• Gunuç, S., & Babacan, N. (2017). Technology Integration in English Language Teaching and Learning. The Journal of Teaching English for Specific and Academic Purposes, 5 (2), 349-358.
• Hernandez, S. S., & Florez, A. N. (2020). Online Teaching during Covid-19: How to Maintain Students Motivated in an EFL Class. Linguistics and Literature Review, 6 (2), 157-171.
• Ismaili, M. (2020). Enhancing EFL Students' Communicative Skills by Using Learning Apps. International Conference on Information Technology and Development of Education - ITRO. Zrenjanin, Republic of Serbia.
• Khalil, Z. M. (2018). EFL Students' Perceptions towards Using Google Docs and Google Classroom as Online Collaborative Tools in Learning Grammar. Applied Linguistics Research Journal, 2 (2), 33-48.
• Korkmaz, G., & Toraman, Ç. (2020). Are We Ready for the Post-COVID-19 Educational Practice? An Investigation into What Educators Think as to Online Learning. International Journal of Technology in Education and Science, 4 (4), 293-309.
• Lim, F. P. (2017). An Analysis of Synchronous and Asynchronous Communication Tools in e-Learning. Advanced Science and Technology Letters, 143, 230-234.
• Moorhouse, B. L. (2020). Adaptations to a Face-to-face Initial Teacher Education Course 'Forced' Online Due to the COVID-19 Pandemic. Journal of Education for Teaching, 46 (4), 609-611.
• Nartiningrum, N., & Nugroho, A. (2020). Online Learning amidst Global Pandemic: EFL Students' Challenges, Suggestions, and Needed Materials. Academic Journal of English Language and Education, 4 (2), 115-140.
• Ningias, R. A., & Indriani, L. (2021). EFL Students' Perspectives on Their Self-efficacy in Speaking during Online Learning Process. English Learning Innovation, 2 (1), 28-34.
• Putra, R. W. (2021). Improving the Students' Motivation in Learning English through Google Meet during the Online Learning. Englie: English Learning Innovation, 2 (1), 35-42.
• Sukmawati, S., & Nensia, N. (2019). The Role of Google Classroom in ELT. International Journal for Educational and Vocational Studies, 1 (2), 142-145.
• Sun, S. Y. (2014). Learner Perspectives on Fully Online Language Learning. Distance Education, 35 (1), 18-42.
• Syakur, A., Sugirin, & Widiarni. (2020). The Effectiveness of English Learning Media through Google Classroom in Higher Education. Britain International of Linguistics, Arts and Education Sciences Journal, 2 (1), 475-483.
• Tirtanwati, M. R. (2020). Virtual Learning Program in the Midst of Covid19 Outbreak: EFL Learners' Perceptions. A Journal of English Language Teaching, Linguistics and Literature, 4 (1), 21-31.
• Yaşar, M. Ö. (2020). Can MOOCs Promote EFL Learners' English Communication Skills? Language and Technology, 2 (1), 1-15.