The migration from the traditional teaching method to online learning has affected both learners and educators at all levels. In Kuwait, this switch is implemented during three semesters. In this paper, we examine the challenges that Teachers of the English Language face today in Kuwait Post COVID-19. After the temporary on-learning that lasted three semesters, the current study investigates the impact of English language skills on school learners. The survey of the current study consisted of a total of 58 English female government secondary school teachers. While other studies have focused on the challenges that learners faced during this pandemic, this study chiefly concentrates on government teachers. The significance of this paper is to provide remedial plans to respond better to emergencies. The main question of this study is ‘What are the challenges that governmental ESL teachers faced during the pandemic? And what are the remedial plans that could be implemented? To answer these questions, a mixed methodology is used to achieve the research goal in which data are collected through an open-ended questionnaire and by interviewing three randomly selected participants. Teachers’questionnaire (closed-ended) and semi-structured narrative interviews revealed that COVID-19 has a positive and negative impact on English language skills. The effects of online English language learning on secondary school students in Kuwait result in a poor level of proficiency that teachers would need to improve. There are numerous challenges facing English Language teachers in the traditional classroom and remedial plans are being implemented to fix the impact that the pandemic left on students’ language skills.

A number of studies have looked at the use of videos, audios, worksheets, and games as tools in language teaching/learning. Some studies have recommended art galleries as a space for language learning. This study investigated the use of museums for English for Specific Purposes (ESP) language learning. The study focused on engineering students studying in their third year at Kuwait University. The study aimed to provide an approach aimed at helping ESP instructors to teach materials to students in a fun, creative way. The study employed 11 engineering male students in a fieldtrip to one of the two science museums in Kuwait. Students were asked to write a narrative journal about their experience at the museum. The results showed that students’ narratives were written creatively, following the narrative structure block. The results also showed that it may be useful to introduce this type of learning to ESP courses because the museum has a great deal of information to exhibit, unlike traditional ESP books, which present limited scientific information. The study suggests that ESP (and ESL) courses should implement museum visits because such excursions have a significant impact on students’ language learning.

No abstract

The migration from the traditional teaching method to online learning has affected both learners and educators at all levels. In Kuwait, this switch is implemented during three semesters. In this paper, we examine the challenges that Teachers of the English Language face today in Kuwait Post COVID-19. After the temporary on-learning that lasted three semesters, the current study investigates the impact of English language skills on school learners. The survey of the current study consisted of a total of 58 English female government secondary school teachers. While other studies have focused on the challenges that learners faced during this pandemic, this study chiefly concentrates on government teachers. The significance of this paper is to provide remedial plans to respond better to emergencies. The main question of this study is ‘What are the challenges that governmental ESL teachers faced during the pandemic? And what are the remedial plans that could be implemented? To answer these questions, a mixed methodology is used to achieve the research goal in which data are collected through an open-ended questionnaire and by interviewing three randomly selected participants. Teachers’questionnaire (closed-ended) and semi-structured narrative interviews revealed that COVID-19 has a positive and negative impact on English language skills. The effects of online English language learning on secondary school students in Kuwait result in a poor level of proficiency that teachers would need to improve. There are numerous challenges facing English Language teachers in the traditional classroom and remedial plans are being implemented to fix the impact that the pandemic left on students’ language skills.

No abstract