Challenges of Learning English in 21st Century: Online vs. Traditional During Covid-19

Abstract

Free online resources are user-friendly technologies which have become available through the Internet in recent years and gaining popularity during Covid-19. Since learners use smartphones, free online resources are easily accessible. Books are portable, but learners find it somewhat difficult to learn English language via books which may only be available in the classroom context, whereas free online resources are easily accessed. The purpose of this study is to identify learners’ perception learning English via free online resources and traditional learning. Quantitative and qualitative methods were employed in the present study. Twenty-five international pre-elementary intensive English students took part in this study. It was found that learners perceived the free online resources as valuable tools for learning English in relation to reading, conversation, and vocabulary and also free online resources help promote free learning norms in learning the English language. The learners also had constructive attitudes towards free online resources. Free online resources always provide a motivating learning environment, enhance learners’ analytical and critical thinking skills, and encourage social interaction between teachers and learners, learners and their peers, and learners and other participants.

English language teaching and learning during Covid-19: A global perspective on the first year

“…The interactive course environment improved not only their language skills but also their ICT skills (Aji et al, 2020;Rahman, 2020). The students' tendency to adapt to online learning was also enhanced by social media; this helped to focus the online learning community, in which they reproduced linguistic content by making use of free online resources and were involved in social interaction with their peers and teachers (Krishan et al, 2020;Mustadi et al, 2021). It was also reported that another aspect the students regarded positively is that online learning was appropriate for visually-impaired students, who were learning English remotely at home (Hamid, 2020).…”

“…English language related studies during the Covid-19 process (between March 2020 and February 2021) (Aji et al, 2020;Allo, 2020;Almekhlafy, 2020;Andriivna et al, 2020;Ariyanti, 2020;Astuti & Solikhah, 2021;Atmojo & Nugroho, 2020;Bailey & Lee, 2020;Chiatoh & Chia, 2020;Dahmash, 2020;Davies et al, 2020;Destianingsih & Satria, 2020;Farrah & Al-Bakry, 2020;Fatima, 2020;Fitria, 2020;Forrester, 2020;Fuad et al, 2020;Fuentes Hernández et al, 2020;Gao & Zhang, 2020;Hadianti & Arisandi, 2020;Hafidz, 2020;Hakim, 2020;Hamid, 2020;Hartshorn & Mcmurry, 2020;Hazaea et al, 2021;Hodges et al, 2020b;Hopp & Thoma, 2020;Huang et al, 2021;Kamhi-Stein et al, 2020;Karakuzu et al, 2020;Karataş & Tuncer, 2020;Karim & Hasan, 2020;Kawinkoonlasate, 2020;Khafaga, 2021;Kholis, 2020;Krishan et al, 2020;Kusumawati, 2020;Li et al, 2020;Lie et al, 2020;Loo, 2020;…”

Emergency Remote Teaching amidst Global Pandemic: Voices of Indonesian EFL Teachers

“…In Malaysian context, Krishan et al (2020) made use of an explanatory mixed method to shed some light on learners' perception toward learning English through free online resources during Covid-19 pandemic. Drawing on the data obtained from twenty-five international preelementary English students, it was found that the learners considered free online resources as beneficial tools to enhance language skills such as reading, conversation, and vocabulary.…”

Student engagement in online and blended learning in a higher education institution in the Middle East: Challenges and solutions

“…Moreover, learning through the online medium involves some health risks, such as eye strain from reading e-books or working on digital devices (Jeong, 2012), and general fatigue (Culpepper, 2015). Krishan et al (2020) highlight the importance of cues such as facial expressions and eye contact for building bonds among online English learners under Covid-19. The potential absence of these social cues in online classes can (Pi et al, 2017) negatively impact students' social engagement, which Waters and Gasson (2006, p. 5) define as an "active commitment to the social facilitation and direction of the community learning process".…”

“…To form distinct impressions of colleagues, our participants suggested turning their cameras on during the class and that instructors conduct more warm-up speaking activities, put them in pairs, and help students form chat groups. Krishan et al (2020) and Conrad (2015) highlighted the positive impact of these social prompts on student engagement in online courses. To make online and web-based communication a favourable medium for social interaction, our students also suggested running discussions, asynchronous classes and regular physical activities that would enable them to overcome screen fatigue.…”