Distanced Language Education during the Pandemic from the Perspectives of Foreign Language Instructors

Abstract

This study aims to examine the opinions of foreign language instructors who teach at preparatory classes through distance education during the pandemic. Based on this objective, five instructors working at a School of Foreign Languages at a state university in Turkey were interviewed and their opinions regarding the positive and negative aspects of distance language teaching were revealed. Moreover, the problems they faced, materials they used, and their willingness to teach through distance education after the pandemic were questioned. Qualitative research method was used in the study. The interviews were decoded and themes were determined. The themes and codes were organized and interpreted using the ATLAS.ti qualitative data analysis programme. The findings revealed four main categories: learning, student, teaching, and assessment and evaluation. Giving education without time and space restrictions, encouraging individual learning, fostering digital learning, and being economical were some of the positive aspects. As for negative aspects, it could be stressed that the instructors were not able to interact with the students adequately and, particularly, they were unable to teach and support the students’ speaking and writing skills at the desired level. From the findings, the use of distance education partially after the pandemic can be suggested as it offers various advantages of time, place, and economy to learners and teachers in education.

EFL Teaching Experience With Technology: Portraying Higher Education Institutions in Suburban During the Post-Pandemic

“…There was no denying that technological services played a significant role in advancing education across Indonesia (Rayuwati, 2020). Technology-enabled distance learning provided education without limitations on time or space, supported individualized learning and promoted digital learning (Üstün & Deregözü, 2021).…”