Adaptation to Emergency Remote Teaching: Pedagogical Strategy for Pre-Service Language Teachers Amid Covid-19 Pandemic

Abstract

Due to the COVID-19 pandemic, face-to-face instructions suspended; numerous campuses worldwide closed and were forced to initiate emergency remote teaching (ERT). Thus, this study explores an existing pedagogical strategy to adapt to ERT in the Indonesian context. The study focuses also on the challenges of implementing ERT-based instructions to promote students' engagement during instructional practices. The researcher made a case study in which YouTube, Zoom, and SPADA platforms were employed for ERT-based instructions at a university. Seventeen pre-service language teachers joining the microteaching course in which English as a medium of instruction were voluntarily recruited during the study. The results indicated that ERT-based instructions were praiseworthy as a successful instructional mode to cope with the suspension of face-to-face instructions. However, the prominent challenges were that the low-achieving students were typically lack of self-discipline to engage virtually during the class and teachers had limited control over such students. It is advocated that teachers are supposed to find out the effective instructional strategies to cope with students' negative learning attitude and to ensure that ERT-based instructions are effective for achieving learning objectives.

Online language learning in times of crisis: Hindrance or opportunity?

“…Interaction also encompasses teacher-student interaction. The study conducted during the ERT period in Indonesia on pre-service language teachers also concluded with a similar result emphasizing the importance of feedback in online education (Sumardı & Nugrahanı, 2021). This may also require teachers to create an online presence.…”

“…While new technological investments can give way to more interaction, Akbana et al (2020) also emphasize the importance of digital training for instructors as well. Digital training bears importance not only to have student-teacher interaction, but also to track student performance, to provide effective feedback, to create an online presence, and to help build self efficacy in students (Sumardı & Nugrahanı, 2021). Aksoy (2020) in his study where he compares Turkey to other parts of the world in online education emphasizes the importance of student-student interaction as well as teacher-student interaction.…”

Combining the Best of Online and Face-to-Face Learning: Hybrid and Blended Learning Approach for COVID-19, Post Vaccine, & Post-Pandemic World

“…To alleviate negative consequences of the pandemic on education, government and health authorities in different countries have made a recommendation to fulfill requirements of academia by providing remote learning opportunities for students. There is no doubt that academic institutions and educators have made efforts to effectively design and deliver online courses (Sumardi & Nugrahani, 2020). But, the methodology of teaching in the emergency situation was different from the well-planned online learning method as it was unexpected and unprecedented for all of them (Naqvi & Zehra, 2021).…”

“…It is important to note that well-thought-out online education is a complex process, in order to create an engaging learning environment and to provoke student teachers’ engagement and interaction during the class, educators need to carefully plan, design instructional strategies, and incorporate elements of online educational pedagogies. But due to the lack of knowledge in regards to online instructions and sudden shifting from traditional on-campus instruction to emergency remote teaching, many educators ended up implementing instruction strategies that were originally designed for face-to-face instructions that have brought new challenges in front of educators that are important to take into consideration (Sumardi & Nugrahani, 2020). Some of the prominent challenges reported by the educators and students were the lack of a humanized learning environment, lack of sense of community, lack of students’ motivation, and accessibility problems.…”

Transición de la presencialidad a la virtualidad en las actividades de trabajo cooperativo en un taller de teatro inclusivo

“…En tercer lugar, fue beneficioso disminuir el tiempo de trabajo en los subgrupos, dado que todos los grupos terminaron en menor tiempo al asignado y se empezaron a dispersar. Las adaptaciones de disminuir el tiempo de actividades a la virtualidad, en modalidades sincrónicas, han sido nombradas por otros autores (Sumardi, 2020).…”