The Role of Online Teaching on The Perception of the Saudi High School Teachers During COVID -19 Pandemic (Published)
The learning of English as a foreign language is a key aspect in the state of Saudi since learning a foreign language gives you an edge obtaining to create job and academic opportunities. The purpose of this research is to explore the Saudi secondary school teachers’ comprehension about the role of online teaching during COVID-19 pandemic. To this end, a semi-structured interview was applied to the Saudi high school language teachers. The findings highlight the instructors’ understanding, as well as the interactive role of the tasks in their online teaching, and the alternatives provided to different learning styles. Furthermore, the findings promote students’ learning and encourage teachers to diversify the pedagogical techniques they employ with their students. The findings demonstrate that, in addition to the impact that the latter has on students, their learning styles, and the value of the resource chosen for use, its support for learning, the teacher’s role, and its teaching approach.
Citation:Turky Al-Shaikhi (2021) The Role of Online Teaching on The Perception of the Saudi High School Teachers During COVID -19 Pandemic, International Journal of English Language Teaching, Vol.9, No.5, pp.12-20
Keywords: COVID-19 pandemic, EFL Teachers, Online high school, Perception, Saudi high school instructors, online learning
Thai EFL learners’ Voices on Learning English Online during the COVID-19 Pandemic (Published)
During the current pandemic, the unprecedented closure of universities and schools has revived the application of fully online teaching and learning. This study aims to explore Thai EFL learners’ views on online learning implementation during the Covid-19 outbreaks. Data were collected qualitatively with 30 Thai undergraduate students majoring in business English through written reflections, and five of whom were selected purposively to participate in a semi-structured interview. Based on qualitative data analysis, the findings indicated that the student participants expressed positive attitudes towards online learning as it was seen as suitable during the current pandemic, yet they preferred learning English in face-to-face classrooms to online ones. Also, unstable internet connection, lack of interaction and teachers’ explanation, as well as potential distractions were common challenges for their online English learning. Suggestions were also provided by the participants, and pedagogical implications were discussed.
Keywords: COVID-19, EFL Learners’, Reflections, online learning