A study on language teachers’ preparedness to use technology during COVID-19

Alimyar, Zabihullah; G, Suvarna Lakshmi

doi:10.1080/23311983.2021.1999064

Cited by 4 publications

(7 citation statements)

References 14 publications

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“…In addition to the received training with technology at the undergraduate level, English language teachers globally feel that support from the school administration regarding professional development, technological tools, and internet connection is needed for successful technology integration in the classroom (Alimyar & Lakshmi, 2021;Ardic & Ciftci, 2019;Hol & Aydin, 2020;Nugroho & Mutiaraningrum, 2020;Silviyanti & Yusuf, 2015). In the Indonesian context, Silviyanti and Yusuf (2015) found that out of 41 EFL teachers, 11 did not incorporate technology in their teaching due to lack of training and financial support available at their school institutions, even though they had positive perceptions when it comes to the benefits of technology integration.…”

Section: Investigating Efl Teachers' Experiences With Technology Inte...mentioning

confidence: 99%

“…This study also added to the previous research about Turkish EFL teachers' inadequate training for adapting to teaching online during their education. Alimyar and Lakshmi (2021) explored the readiness of language teachers during COVID-19, and the results of the questionnaire distributed online to teachers in Afghanistan and India showed that several factors affect teachers negatively. Among these were the limited student participation, and the time-consuming material preparations for teachers without having the training to do so for successful online teaching (Alimyar & Lakshmi, 2021).…”

Section: Emergency Remote Teaching and English Language Teachersmentioning

confidence: 99%

“…However, when looking at the research done in understanding teachers' implementation of ICT in their classrooms, it can be found that teachers face some problems (Alimyar & Lakshmi, 2021;Celik & Aytin, 2014;Nugroho & Mutiaraningrum, 2020;Silviyanti & Yusuf, 2015). These studies point to the main cause of these problems to be lack of sources in schools, support from school administration, teachers' competence, and readiness to use technology to teach English.…”

Section: Introductionmentioning

confidence: 99%

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Technology Integration Beliefs and Practices of Turkish Novice Efl Teachers After Online Practicum

CUKUR

2023

TOJDE

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Although technology is a vital part of 21st-century education, teachers in English as a foreign language (EFL) contexts face challenges when using digital tools in their teaching. Studies have been conducted with in-service teachers to understand their beliefs and practices with digital learning of English. However, there is a gap in the literature about investigating the technology integration beliefs and practices of newly graduated EFL teachers who experienced online teaching practice during their pre-service education. Thus, this study aimed to investigate how novice teachers’ online practicum affects their teaching with technology in face-toface classrooms. To this end, this study adopted a qualitative case study research design and collected data through six open-ended questions from 20 Turkish novice EFL teachers who received their teaching practice and school experience courses online and conducted semi-structured interviews with 5 participants. The thematic analysis of the data showed that the participants were aware of the importance of technology use, and their online teaching practice experience helped them get familiar with teaching English with digital tools before graduating. However, the lack of resources and support in their current face-to-face teaching contexts prevented them from using technology. The findings revealed that teacher education programs should offer updated content and opportunities for creating digital material to prepare EFL teachers for the future.

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Section: Investigating Efl Teachers' Experiences With Technology Inte...mentioning

confidence: 99%

Section: Emergency Remote Teaching and English Language Teachersmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Technology Integration Beliefs and Practices of Turkish Novice Efl Teachers After Online Practicum

CUKUR

2023

TOJDE

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“…These devastating conditions caused most schools to transition from face-to-face to hybrid teaching and learning, forcing teachers and learners to adjust rapidly to this dramatic social change. Hence, this pandemic forced the implementation of blended teaching and learning in most schools in the country, as teachers had to transition from traditional teaching and learning methods to online-based methods such as Google Classrooms, Zoom meetings, Google Meet and Microsoft Teams (Alimyar & Lakshmi, 2021). Despite its many benefits, e-learning has shortcomings that limit its effectiveness; for example, it lacks the direct communication and actual interaction expected to occur between teachers and learners (Diab & Elgahsh, 2020).…”

Section: Introductionmentioning

confidence: 99%

“…To effectively navigate this transformation, gaining insights into how teachers have adapted and integrated technology into their teaching practices is crucial. Hence, technology is a tool that may be useful for different learning outcomes and may assist in developing higher-order thinking, innovation and research skills (Alimyar & Lakshmi, 2021). Furthermore, this shift has enabled teachers to adapt readily to new teaching methods and approaches, and the integration of technology into teaching practices makes it easier for students to learn (Akram et al, 2021;Oliva-Córdova et al, 2021).…”

Section: Introductionmentioning

confidence: 99%

Blended Teaching and Learning in South African Secondary Schools in the Post-Covid-19 Pandemic Era

Sharon Mmakola,

Mncedisi Christian Maphalala

2023

RS Global - IJITSS

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This study explored the multifaceted landscape of secondary education following the COVID-19 pandemic. The pandemic brought about a shift in education worldwide, necessitating a rapid transition from traditional classroom teaching to remote and blended learning modalities. This conceptual paper explores the emerging landscape of blended teaching and learning in South African secondary schools in the post-COVID-19 era. While South Africa's educational system was not immune to the disruptions caused by the pandemic, unique challenges and opportunities also presented themselves. This study reviewed journal articles and book chapters focused on the nature of blended teaching and learning in South African secondary schools following the COVID-19 pandemic. First, to ensure an in-depth exploration, we conducted a generic search on the challenges posed by transitioning to blended learning, supportive measures to mitigate these challenges and the benefits of a blended learning environment. This resulted in more than 90 journal articles being found. We then customised our search, subsequently identifying 14 reports that satisfied our inclusion criteria. Our analysis of these studies highlighted a multifaceted and dynamic landscape characterised by teachers' technological adaptation, pedagogical shifts, challenges posed by the digital divide and the pursuit of student engagement. The paper underscores the critical importance of ongoing professional development, equitable access to technology, as well as pedagogical support in shaping the future of education in South Africa and addressing broader issues of equity and inclusivity in a post-pandemic world. The insights from this research offer valuable guidance for educational policymakers, institutions and educators seeking to enhance the quality and accessibility of education in a digital age.

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Revealing EFL Teachers' Experiences in the Integration of Web-based Assessment Media for Assessment

Bulqiyah,

Munir

2023

JETLI

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<span>This study presents the integration of web-based assessment media for assessment in EFL online classrooms from the teachers’ points of view. This study aimed at exploring their experiences in online assessment using various web-based media. Additionally, this research shows both excellent and limited characteristics of web-based platforms implemented in online assessment as well as the influences on their teaching praxis. Five high school teachers from two different areas were invited to the online interview. This study found that the selected online media used by the teachers in their assessment are based on personal reasonings such as the features, form of assessment, and forth. the technology adoption to language assessment also explicitly indicates positive impacts on teachers’ professional affairs, particularly in the assessment field. The same effects are also reflected in students’ learning environment that makes them more involved in online learning and gets valuable assessment. The findings of this research have contribution to the development of assessment media for both English instructor and web-developer.</span>

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A study on language teachers’ preparedness to use technology during COVID-19

Cited by 4 publications

References 14 publications

Technology Integration Beliefs and Practices of Turkish Novice Efl Teachers After Online Practicum

Technology Integration Beliefs and Practices of Turkish Novice Efl Teachers After Online Practicum

Blended Teaching and Learning in South African Secondary Schools in the Post-Covid-19 Pandemic Era

Revealing EFL Teachers' Experiences in the Integration of Web-based Assessment Media for Assessment

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