Araştırma Makalesi
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Yıl 2021, Cilt: 4 Sayı: 2, 349 - 367, 31.05.2021
https://doi.org/10.31681/jetol.907757

Öz

Kaynakça

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  • Aji, W. K., Ardin, H., & Arifin, M. A. (2020). Blended learning during pandemic corona virus: Teachers’ and students’ perceptions. IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature, 8(2), 632–646. https://doi.org/10.24256/ideas.v8i2.1696
  • Allo, M. D. G. (2020). Is the online learning good in the midst of Covid-19 pandemic ? The case of EFL learners. Jurnal Sinestesia, 10(1), 1–10.
  • Almekhlafy, S. S. A. (2020). Online learning of English language courses via blackboard at Saudi universities in the era of COVID-19: perception and use. PSU Research Review. https://doi.org/10.1108/PRR-08-2020-0026
  • Andriivna, B. O., Vasylivna, K. O., Pavlivna, K. O., & Mykhaylivna, S. V. (2020). Using distance EdTech for remote foreign language teaching during the COVID-19 lockdown in Ukraine. Arab World English Journal: Special Issue on English in Ukrainian Context, 4–15.
  • Ariyanti, A. (2020). EFL students’ challenges towards home learning policy during Covid-19 outbreak. Indonesian Journal of English Language Teaching and Applied Linguistics (IJELTAL), 5(1), 167–175. http://ijeltal.org/index.php/ijeltal/article/view/649
  • Astuti, M., & Solikhah, I. (2021). Teacher perception in teaching English for SMP in Klaten regency during Covid-19 outbreak. IJOTL-TL, 6(1), 1–13. https://doi.org/10.30957/ijotl-tl.v6i1.645.Teacher
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English language teaching and learning during Covid-19: A global perspective on the first year

Yıl 2021, Cilt: 4 Sayı: 2, 349 - 367, 31.05.2021
https://doi.org/10.31681/jetol.907757

Öz

The world recently witnessed the unexpected emergence of a coronavirus that caused the Covid-19 pandemic and severely impacted all aspects of human life. The sudden lockdown that came with the announcement of the pandemic affected health systems, the world economy and, inevitably, education systems across the globe. Due to the pandemic, schools and universities were closed, face-to-face education was suspended and a shift to emergency online teaching was instituted. English language training took its share in this transition and several studies were conducted to investigate the effects of the pandemic on emergency online teaching and the learning of English. This integrative literature review study analyses and synthesizes the research studies conducted between March 2020 and February 2021 to illustrate the first year of the pandemic in terms of English language teaching and learning globally. Thus, 69 research studies were selected for analysis. Findings show that the emergency online teaching and learning of English mainly created challenges due to the internet connection problems and students’ access to computer or smart phones. On the other hand, contributing the teachers’ digital literacy skills, the significance of online teaching and learning in case of emergency situations was highlighted as the findings showed. The studies produced conflicting results in terms of the implementation of emergency online teaching and learning practices, English language teachers and students’ perceptions and attitudes, the affective, motivational and cognitive aspects, and the impact of emergency online teaching on the language development of students.

Kaynakça

  • Adedoyin, O. B., & Soykan, E. (2020). Covid-19 pandemic and online learning: The challenges and opportunities. Interactive Learning Environments, 0(0), 1–13. https://doi.org/10.1080/10494820.2020.1813180
  • Aji, W. K., Ardin, H., & Arifin, M. A. (2020). Blended learning during pandemic corona virus: Teachers’ and students’ perceptions. IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature, 8(2), 632–646. https://doi.org/10.24256/ideas.v8i2.1696
  • Allo, M. D. G. (2020). Is the online learning good in the midst of Covid-19 pandemic ? The case of EFL learners. Jurnal Sinestesia, 10(1), 1–10.
  • Almekhlafy, S. S. A. (2020). Online learning of English language courses via blackboard at Saudi universities in the era of COVID-19: perception and use. PSU Research Review. https://doi.org/10.1108/PRR-08-2020-0026
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  • Ariyanti, A. (2020). EFL students’ challenges towards home learning policy during Covid-19 outbreak. Indonesian Journal of English Language Teaching and Applied Linguistics (IJELTAL), 5(1), 167–175. http://ijeltal.org/index.php/ijeltal/article/view/649
  • Astuti, M., & Solikhah, I. (2021). Teacher perception in teaching English for SMP in Klaten regency during Covid-19 outbreak. IJOTL-TL, 6(1), 1–13. https://doi.org/10.30957/ijotl-tl.v6i1.645.Teacher
  • 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. https://doi.org/10.18326/rgt.v13i1.49-76
  • Bailey, D. R., & Lee, A. R. (2020). Learning from experience in the midst of Covid-19: Benefits, challenges, and strategies in online teaching. Computer Assisted Language Learning Electronic Journal (CALL-EJ), 21(2), 176–196.
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  • Hartshorn, K. J., & Mcmurry, B. L. (2020). The effects of the COVID-19 pandemic on ESL learners and TESOL practitioners in the United States. International Journal of TESOL Studies, 2, 140–156. https://doi.org/10.46451/ijts.2020.09.11
  • Hazaea, A. N., Bin-Hady, W. R. A., & Toujan, M. M. (2021). Emergency remote English language teaching in the Arab league countries: Challenges and remedies. Computer-Assisted Language Learning Electronic Journal(CALL-EJ), 22(1), 201–222.
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  • Huang, M., Shi, Y., & Yang, X. (2021). 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 (Ijerı), 15, 400–418.
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  • Kamhi-Stein, L. D., Lao, R. S., & Issagholian, N. (2020). The future is now: Implementing mixed-reality learning environments as a tool for language teacher preparation. TESL-EJ, 24(3), 1–18.
  • Karakuzu, M., Canli, Z., & Canli, B. (2020). Effects of lockdown period of the covid-19 pandemic on Turkish academicians’ academic writing productivity performance in ELT. Turkish Online Journal of English Language Teaching (TOJELT), 5(3), 179–194.
  • Karataş, T. Ö., & Tuncer, H. (2020). Sustaining language skills development of pre-service EFL teachers despite the COVID-19 interruption: A case of emergency distance education. Sustainability (Switzerland), 12(19), 1–34. https://doi.org/10.3390/su12198188
  • Karim, M. R., & Hasan, M. (2020). Virtual classes during Covid 19 pandemic in tertiary level in Saudi Arabia: Challenges and prospects from the students’ perspective. Asian EFL Journal, 27(5), 205–219.
  • Kawinkoonlasate, P. (2020). Online language learning for Thai EFL learners: An analysis of effective alternative learning methods in response to the Covid-19 outbreak. English Language Teaching, 13(12), 15–26. https://doi.org/10.5539/elt.v13n12p15
  • Khafaga, A. F. (2021). The perception of blackboard collaborate-based instruction by EFL majors / teachers amid COVID-19 : A case study of Saudi universities. Journal of Language and Linguistic Studies, 17(2), 1160–1173.
  • Kholis, A. (2020). The use of WhatsApp app in distance language learning in pandemic Covid-19: A case study in Nahdlatul Ulama University of Yogyakarta. LET: Linguistics, Literature and English Teaching Journal, 10(2), 24–43.
  • Heng, K. & Sol, K. (2020). Online learning during COVID-19: Key challenges and suggestions to enhance effectiveness. Cambodian Education Forum (CEF), 1, 1–15. https://www.researchgate.net/publication/346719308_Online_learning_during_COVID-19_Key_challenges_and_suggestions_to_enhance_effectiveness
  • König, J., Jäger-Biela, D. J., & Glutsch, N. (2020). Adapting to online teaching during COVID-19 school closure: teacher education and teacher competence effects among early career teachers in Germany. European Journal of Teacher Education, 43(4), 608–622. https://doi.org/10.1080/02619768.2020.1809650
  • Krishan, I. A., Ching, H. S., Ramalingam, S., Maruthai, E., Kandasamy, P., Mello, G. De, Munian, S., & Ling, W. W. (2020). Challenges of learning English in 21st century: Online vs. traditional during Covid-19. Malaysian Journal of Social Sciences and Humanities (MJSSH), 5(9), 1–15. https://doi.org/10.47405/mjssh.v5i9.494
  • Kusumawati, A. J. (2020). Redesigning face-to-face into online learning for speaking competence during covid-19: ESP for higher education in Indonesia. International Journal of Language Education, 4(2), 276–288. https://doi.org/10.26858/ijole.v4i2.14745
  • Li, J., Xie, P., Ai, B., & Li, L. (2020). Multilingual communication experiences of international students during the COVID-19 pandemic. Multilingua, 39(5), 529–539. https://doi.org/10.1515/multi-2020-0116
  • Lie, A., Tamah, S. M., Gozali, I., Triwidayati, K. R., Utami, T. S. D., & Jemadi, F. (2020). Secondary school language teachers’ online learning engagement during the Covid-19 pandemic in Indonesia. Journal of Information Technology Education: Research, 19, 803–832. https://doi.org/10.28945/4626
  • Loo, D. B. (2020). Integrating critical thinking in online language tasks: Considerations for an academic writing class. International Journal of TESOL Studies, 2(2), 52–61. https://doi.org/10.46451/ijts.2020.09.05
  • Luporini, A. (2020). Implementing an online English linguistics course during the Covid-19 emergency in Italy: Teacher’s and students’ perspectives. ASp, 78, 1–13. https://doi.org/10.4000/ASP.6682
  • MacIntyre, P. D., Gregersen, T., & Mercer, S. (2020). Language teachers’ coping strategies during the Covid-19 conversion to online teaching: Correlations with stress, wellbeing and negative emotions. System, 94, 1–13. https://doi.org/10.1016/j.system.2020.102352
  • Mahmood, S. (2020). Instructional strategies for online teaching in COVID-19 pandemic. Human Behavior and Emerging Technologies, August 2020, 199–203. https://doi.org/10.1002/hbe2.218
  • Maican, M. A., & Cocoradă, E. (2021). Online foreign language learning in higher education and its correlates during the covid‐19 pandemic. Sustainability (Switzerland), 13(2), 1–21. https://doi.org/10.3390/su13020781
  • Marstaller, M. (2020). Student experiences of the Covid-19 lockdown. Changing English: Studies in Culture and Education, 27(3), 231–234. https://doi.org/10.1080/1358684X.2020.1777533
  • Mohanad Alfiras, Bojiah, J., & Yassin, A. A. (2020). COVID-19 pandemic and the changing paradigms of higher education: A Gulf university perspective. Asian EFL Journal, 27(5), 1–9. http://mpoc.org.my/malaysian-palm-oil-industry/
  • Moser, K. M., Wei, T., & Brenner, D. (2021). Remote teaching during COVID-19: Implications from a national survey of language educators. System, 97, 102431. https://doi.org/10.1016/j.system.2020.102431
  • Mustadi, A., Annisa, F. C., & Mursidi, A. P. (2021). Blended learning innovation of social media based active English during the COVID-19 pandemic. Elementary Education Online, 20(2), 74–88. https://doi.org/10.17051/ilkonline.2021.02.01
  • Nartiningrum, N., & Nugroho, A. (2020). Online learning amidst global pandemic: EFL students’ challenges, suggestions, and needed materials. ENGLISH FRANCA: Academic Journal of English Language and Education, 4(2), 115–140. https://doi.org/10.29240/ef.v4i2.1494
  • Ng, C. H. (2020). Communicative Language Teaching (CLT) through synchronous online teaching in English language preservice teacher education. International Journal of TESOL Studies, 2(2), 62–73. https://doi.org/10.46451/ijts.2020.09.06
  • Noor, S., Isa, F. M., & Mazhar, F. F. (2020). Online teaching practices during the COVID-19 pandemic. Educational Process: International Journal, 9(3), 169–184. https://doi.org/10.22521/edupij.2020.93.4
  • Novikov, P. (2020). Impact of COVID-19 emergency transition to on-line learning on international students’ perceptions of educational process at Russian University. Journal of Social Studies Education Research, 11(3), 270–302.
  • Nowell, L. S., Norris, J. M., White, D. E., & Moules, N. J. (2017). Thematic analysis: Striving to meet the trustworthiness criteria. International Journal of Qualitative Methods, 16(1), 1–13. https://doi.org/10.1177/1609406917733847
  • Nunan, D. (2003). The impact of English as a global language on educational policies and practices in the Asia-Pacific Region. TESOL Quarterly, 37(4), 589. https://doi.org/10.2307/3588214
  • Patricia Aguilera-Hermida, A. (2020). College students’ use and acceptance of emergency online learning due to COVID-19. International Journal of Educational Research Open, 1(September), 100011. https://doi.org/10.1016/j.ijedro.2020.100011
  • Popova, M. V., & Rozhdestvenskaya, E. I. (2020). The impact of the coronavirus pandemic (covid-19) consequences on phonetic aspect of a foreign language teaching in specialized linguistic specialties at universities. Advances in Social Science, Education and Humanities Research, 486, 293–298. https://doi.org/10.2991/assehr.k.201105.052
  • Pustika, R. (2020). Future English teachers’ perspective towards the implementation of e-learning in Covid-19 pandemic era. JELTL (Journal of English Language Teaching and Linguistics), 5(3), 383–391.
  • Rahayu, R. P., & Wirza, Y. (2020). Teachers’ perception of online learning during pandemic Covid-19. The Journal of Educational Research (JPP), 20(3), 392–406. http://www.embase.com/search/results?subaction=viewrecord&from=export&id=L2004889463%0Ahttp://dx.doi.org/10.1007/s12098-020-03327-7
  • Rahman, K. (2020). Learning amid crisis: EFL students’ perception on online learning during Covid-19 outbreak. ETERNAL (English, Teaching, Learning, and Research Journal), 6(2), 179–194. https://doi.org/10.24252/eternal.v62.2020.a1
  • Rapanta, C., Botturi, L., Goodyear, P., Guàrdia, L., & Koole, M. (2020). Online university teaching during and after the Covid-19 Crisis: Refocusing teacher presence and learning activity. Postdigital Science and Education, 1–23. https://doi.org/10.1007/s42438-020-00155-y
  • Rifiyanti, H. (2020). Learners’ perceptions of online English learning during Covid-19 pandemic. Scope: Journal of English Language Teaching, 5(1), 31–35.
  • Rinekso, A. B., & Muslim, A. B. (2020). Synchronous online discussion: teaching English in higher education amidst the covid-19 pandemic. Journal of English Educators Society, 5(2), 155–162. https://doi.org/10.21070/jees.v5i2.646
  • Ritonga, A. W., Ritonga, M., Nurdianto, T., Kustati, M., Rehani, Lahmi, A., Yasmadi, & Pahri. (2020). E-learning process of maharah qira’ah in higher education during the COVID-19 pandemic. International Journal of Higher Education, 9(6), 227–235. https://doi.org/10.5430/ijhe.v9n6p227
  • Russell, V. (2020). Language anxiety and the online learner. Foreign Language Annals, 53(2), 338–352. https://doi.org/10.1111/flan.12461
  • Scully, D., Lehane, P., & Scully, C. (2021). ‘It is no longer scary’: digital learning before and during the Covid-19 pandemic in Irish secondary schools. Technology, Pedagogy and Education, 00(00), 1–23. https://doi.org/10.1080/1475939X.2020.1854844
  • Şendoğan Erdoğan, K. (2020). Foreign language education during Covid-19 pandemic: An evaluation from the perspectives of preparatory class students. Milli Eğitim, 49(1), 1079–1090.
  • Sepulveda-Escobar, P., & Morrison, A. (2020). Online teaching placement during the COVID-19 pandemic in Chile: Challenges and opportunities. European Journal of Teacher Education, 43(4), 587–607. https://doi.org/10.1080/02619768.2020.1820981
  • Setyaningrum, R. W., Setiawan, S., Anam, S., & Retnaningdyah, P. (2020). Content and language integrated learning (CLIL) in science class during Covid-19 outbreak: A narrative inquiry. English Review: Journal of English Education, 9(1), 35–46.
  • Shaaban, S. S. A. (2020). TEFL professors’ e-learning experiences during the Covid 19 pandemic. European Journal of Foreign Language Teaching, 5(1), 82–97. https://doi.org/10.46827/ejfl.v5i1.3202
  • Shahzad, A., Hassan, R., Aremu, A. Y., Hussain, A., & Lodhi, R. N. (2020). Effects of COVID-19 in E-learning on higher education institution students: the group comparison between male and female. Quality and Quantity, 0123456789. https://doi.org/10.1007/s11135-020-01028-z
  • Shahzad, S. K., Hussain, J., Sadaf, N., Sarwat, S., Ghani, U., & Saleem, R. (2020). Impact of virtual teaching on ESL learners’ attitudes under Covid-19 circumstances at post graduate level in Pakistan. English Language Teaching, 13(9), 1. https://doi.org/10.5539/elt.v13n9p1
  • Situmorang, K., Nugroho, D. Y., & Pramusita, S. M. (2020). English teachers’ preparedness in technology enhanced language learning during covid-19 pandemic – students’ voice. Jo-ELT (Journal of English Language Teaching), 7(2), 57–67. https://doi.org/10.33394/jo-elt.v7i2.2973
  • Son, C., Hegde, S., Smith, A., Wang, X., & Sasangohar, F. (2020). Effects of COVID-19 on college students’ mental health in the United States: Interview survey study. Journal of Medical Internet Research, 22(9), 1–14. https://doi.org/10.2196/21279
  • Svalina, V., & Ivić, V. (2020). Case study of a student with disabilities in a vocational school during the period of online virtual classes due to Covid-19. World Journal of Education, 10(4), 115–123. https://doi.org/10.5430/wje.v10n4p115
  • Talidong, K. J. B., & Toquero, C. M. D. (2020). Philippine teachers’ practices to deal with anxiety amid COVID-19. Journal of Loss and Trauma, 25(6–7), 573–579. https://doi.org/10.1080/15325024.2020.1759225
  • Turchi, L. B., Bondar, N. A., & Aguilar, L. L. (2020). What really changed? Environments, instruction, and 21st century tools in emergency online English language arts teaching in United States schools during the first pandemic response. Frontiers in Education, 5, 1–13. https://doi.org/10.3389/feduc.2020.583963
  • Wen, K. Y. K., & Hua, T. K. (2020). ESL teachers’ intention in adopting online educational technologies during covid-19 pandemic. Journal of Education and E-Learning Research, 7(4), 387–394. https://doi.org/10.20448/journal.509.2020.74.387.394
  • WHO. (2020). World Health Organization. Retrieved from https://www.who.int/director-general/speeches/detail/who-director-general-s-opening-remarks-at-the-media-briefing-on-covid-19---11-march-2020.
  • Wong, J. O. (2020). A pandemic in 2020, Zoom and the arrival of the online educator. International Journal of TESOL Studies, 2(3), 82–99.
  • Yi, Y., & Jang, J. (2020). Envisioning possibilities amid the COVID-19 pandemic: Implications from English language teaching in South Korea. TESOL Journal, 11(3), 1–5. https://doi.org/10.1002/tesj.543
  • Zboun, J. S., & Farrah, M. (2021). Students ’ perspectives of online language learning during corona pandemic: Benefits and challenges. Indonesian EFL Journal (IEFLJ), 7(1), 13–20. https://doi.org/10.25134/ieflj.v7i1.3986
Toplam 94 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Eğitim Üzerine Çalışmalar
Bölüm Makaleler
Yazarlar

Ali Erarslan 0000-0003-2536-6044

Yayımlanma Tarihi 31 Mayıs 2021
Yayımlandığı Sayı Yıl 2021 Cilt: 4 Sayı: 2

Kaynak Göster

APA Erarslan, A. (2021). English language teaching and learning during Covid-19: A global perspective on the first year. Journal of Educational Technology and Online Learning, 4(2), 349-367. https://doi.org/10.31681/jetol.907757

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