An ESL Online Classroom Experience in Oman during Covid-19

Syahrin, Syerina; Salih, Abdelrahman Abdalla

doi:10.24093/awej/vol11no3.3

Cited by 39 publications

(53 citation statements)

References 6 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…In that sense, the situation of ERT may contribute to the professional growth of teachers in terms of both improving digital literacy skills and pedagogic skills and of learners in terms of developing academic skills (Ferri et al, 2020;Syahrin & Salih, 2020). On the whole, however, it should be considered that the body of literature tends to report examples of 'good practices'; they are valuable because they inform other contexts on how to deal with the challenges of ERT.…”

Section: Discussionmentioning

confidence: 99%

“…Namely, two third of the publications indicated that ERT negatively affects classroom work while less than one third of them suggested the opposite. Syahrin and Salih (2020) specifically pointing to a negative impact on language teaching report in their study that ERT favours the teaching of receptive skills while it does not provide sufficient opportunities for language learners to engage in language production. The following findings are taken from two studies aiming at investigating the situation of EFL teaching and learning in the Algerian context (Ghounane, 2020) and eliciting public school teachers' use of digital tools in lesson planning, actual practice and assessment (Research for Action, 2020).…”

Section: Classroom-related Aspectsmentioning

confidence: 95%

See 1 more Smart Citation

Emergency remote education in foreign and second language teaching

Akbana¹,

Rathert²,

Ağçam³

2021

Turkish Journal of Education

View full text Add to dashboard Cite

This study aims at tracing the effects of emergency remote education due to Covid-19 on foreign/second language teaching documented in research papers and reports. Employing document analysis, it identifies the research contexts and key findings reported in the studies published between 1 January and 28 October 2020. The findings indicate that a significant number of publications consist of reports presented by practitioners, i.e. schools, governmental authorities and educational foundations, and that the tertiary level is the most frequently covered context in the papers. The analysed publications report slightly more Emergency Remote Teaching (ERT)-driven affordances for teachers than constraints and suggest that both teachers and students are able to turn challenges of ERT into affordances when they receive sufficient support from governmental authorities, schools or peers and benefit from already acquired digital skills and technical infrastructure available. The findings also indicate a gap of research based on classroom data, which would more effectively contribute to an understanding of the challenges and affordances of ERT in language teaching.

show abstract

Section: Discussionmentioning

confidence: 99%

Section: Classroom-related Aspectsmentioning

confidence: 95%

Emergency remote education in foreign and second language teaching

Akbana¹,

Rathert²,

Ağçam³

2021

Turkish Journal of Education

View full text Add to dashboard Cite

show abstract

“…(2019), Hamouda (2020), Alahmadi, and Alraddadi (2020) proved the effectiveness of virtual classes for promoting interaction through the English language and enhancing communication skills. Learning styles and the technologies the students experienced is to evaluate if the learning style and the technologies complement each other (Syahrin & Salih, 2020).…”

Section: Digital Learning Systemsmentioning

confidence: 99%

Sheltered Instructional Observational Protocol Model in Digital Teaching EFL Students in Ukraine

Solodka

Zaskaleta

Moroz

et al. 2021

Preprint

View full text Add to dashboard Cite

Digital teaching has become an alternative way to replace the conventional learning process in COVID pandemic time. Educators explore different language achievement strategies to assist students on the way to academic success. One of the approaches the teachers can benefit from significantly is instructional modal – the Sheltered Instructional Observational Protocol (SIOP). This study aims to determine the effectiveness of SIOP instructional strategies in this digital teaching of EFL students. The study was conducted at the undergraduate level for English language learners in the Faculty of Philology, V.O. Sukhomlynskyi National University of Mykolaiv, Ukraine. The researchers conducted the study in the first semester of 2020. The contribution of this study is to evaluate experience of teachers in instructional strategies and to assess their effectiveness in digital teaching. The study analyzes the responses of twenty-five teachers and 63 students to the SIOP-based survey. A descriptive statistical method was used to test the validation. The results of the recearch show that EFL learners are not satisfied with activities to apply language and content knowledge. The results justified that teachers need to establish active online communication with their students. The study presents some recommendations for EFL teachers to improve their professional skills by adopting the specific components of SIOP and mastering their instructional strategies in digital learning. The implementation of the SIOP Model in digital teaching could bring appropriate and meaningful resources for high school teachers as a tool for them to grow professionally in COVID pandemic time.

show abstract

“…In order to stop the spread of the coronavirus disease , it was rational to close the institutes of education globally (Mahyoob, 2020;Syahrin & Salih 2020). As a result, schools and universities in Saudi Arabia transferred entirely online.…”

Section: Introductionmentioning

confidence: 99%

Online Learning amid COVID-19 Pandemic: A Case Study of Vocabulary Learning Strategies

Shamsan¹,

Ali²,

Hezam³

2021

AWEJ

View full text Add to dashboard Cite

The outbreak of Coronavirus disease (COVID-19) has led countries to implement measures to prevent its spread. One of these measures included shutting down schools and universities. Consequently, the teaching, learning and assessment processes were entirely shifted from face-to-face to online. The current study aimed to investigate online vocabulary learning strategies (VLSs) amid COVID-19 pandemic used by Saudi EFL students. It attempted to find out the online strategies Saudi EFL astudents use to get the meaning of new vocabulary, the strategies they use to study new vocabulary and the strategies they follow to revise the learned vocabulary and keep them as part of their repertoire. The sample of the study was 119 male and female English and non-English majors. The study modified Kulikova’s (2015) questionnaire. This study was conducted at the University of Bisha, Saudi Arabia, during a fully online learning period in September and October 2020 at the time of COVID-19 outbreak. The data were collected via a self-administered questionnaire form. It was distributed via teachers of the English Department. The study found out that English majors used vocabulary learning strategies more than non-English majors. It also showed that students do not ask their teachers about the meaning of new vocabulary (77%), they also do not ask their classmates (92%), nor they ask their friends (85%), which could be attributed to online study and due to social distance during coronavirus pandemic (COVID-19).

show abstract

An ESL Online Classroom Experience in Oman during Covid-19

Cited by 39 publications

References 6 publications

Emergency remote education in foreign and second language teaching

Emergency remote education in foreign and second language teaching

Sheltered Instructional Observational Protocol Model in Digital Teaching EFL Students in Ukraine

Online Learning amid COVID-19 Pandemic: A Case Study of Vocabulary Learning Strategies

Contact Info

Product

Resources

About