EFL Teachers’ Challenges and Insights of Online Teaching amidst Global Pandemic

Nugroho, Arif; Ilmiani, Dwi; Rekha, Agnira

doi:10.31002/metathesis.v4i3.3195

Cited by 55 publications

(69 citation statements)

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“…EFL teachers faced a challenge that they did not familiar with the use of online platform to conduct an online learning in remote learning context (Nugroho, Ilmiani, & Rekha, 2021). This is also by previous research, which states that one of the challenges of English in implementing mobile learning is the competence of teachers in operating technology (Rosalina, Nasrullah, & Elyani, 2020).…”

Section: Discussionmentioning

confidence: 87%

(Mobile Assisted Language Learning) MALL Implementation During Distance Learning

Febriyanti

Putra

Santosa

2021

IJERR

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The rules for studying from home have been implemented since the outbreak of the Corona Virus. This impacts the education sector in Indonesia, which makes the government make regulations to learn from home—in addition, making the teaching and learning process held in the context of distance learning. This study aims to analyze the learning process that applies MALL during the distance learning process and the challenges during education. The instruments used to obtain the data were self-rated questionnaires, observation checklists, and interview guidelines. This instrument was developed from the Prospective Teacher Ability Assessment Tool (APKCG) and the RASE learning design framework. The technique used to analyze the data is descriptive qualitative analysis. This study indicates that English teachers have implemented MALL during the distance learning process by using several online platforms as classrooms in their activities. Several challenges arise from teachers and students in this learning process, including the lack of teacher ability in utilizing technology, unsupported student devices, and unstable student connections.

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Section: Discussionmentioning

confidence: 87%

(Mobile Assisted Language Learning) MALL Implementation During Distance Learning

Febriyanti

Putra

Santosa

2021

IJERR

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“…Correspondingly, this study revealed that teachers prepared learning materials and online assessments long days before their teaching schedule. This is supported by Nugroho and Mutiaraningrum (2020) and Nugroho, Ilmiani, and Rekha (2020) reporting that online learning consumes a lot of time to prepare the learning materials. Moreover, the unfamiliarity of using online learning platforms such as sending documents/files, creating tasks deadline, checking students' presence, submitting tasks, and archiving students' work becomes another great challenge for teachers in their online class (Sun et al, 2020).…”

Section: Discussionmentioning

confidence: 88%

Teaching Online in Pandemic Time:the Experience of Indonesian Efl Teachers

Rinekso

Muslim

Lesagia

2021

ETERNAL

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Myriad studies reported abrupt transition of face-to-face classrooms to online learning due to pandemic and the results were various, contextually-bounded from country to another. Yet, studies exploring the aforementioned issue in Indonesian EFL context are still scarce. This study explores issues and challenges experienced by Indonesian EFL teachers in conducting English online learning during the pandemic within qualitative approach. Twenty-five secondary English teachers from urban, suburban, rural and remote area participated in this study. Subsequently, online questionnaire and semi-structured virtual interviews were employed to collect data. Then, the data were analyzed descriptively and thematically. The results showed that the participants had positive responses to online learning to maintain learning processes in pandemic time. In terms of teaching language skills, the participants argued that speaking is the most challenging to teach online. Moreover, the study identified three types of online learning challenges related to technical aspects, teachers and students. Pedagogically, this study implied that pandemic time has given teachers disguised blessings as they had an opportunity to upgrade their information technology skills and literacies.

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“…This is in line with a study done by Salima (2012) who mentioned that students' deficiencies in writing skill are the result of their poor background knowledge of the target language, lack of practices and low motivation in writing. Poor background knowledge in target language might lead to students' difficulties in understanding the task (Nugroho et al, 2021). Furthermore, lack of practices and low motivation in writing caused the students to write irrelevant, unclear and repetitive information.…”

Section: Discussionmentioning

confidence: 99%

Error analysis of undergraduate students’ writing performances: IELTS-based activities

Nartiningrum

Rayuningtya²,

Virgiyanti

2021

JEMIn

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As English as a Foreign Language (EFL) students, it is expected that they should have good ability in four skills of English, including writing skill. However, errors are still found in students’ written works. This paper examines the different types of writing errors made by 10 Indonesian undergraduate students who were enrolled in an IELTS preparation class. Descriptive qualitative research was employed in this study. The errors in the term papers were identified and classified accordingly. The students’ works were assessed based on four aspects: task achievement, cohesion and coherence, lexical resource, grammatical range, and accuracy. The result of this study showed that the highest percentage of students’ errors was in terms of lexical resource and grammatical range (accuracy), followed by three other common errors: singular or plural, word choice, and punctuation. Regarding to the task achievement, in Task 1, most of the students addressed the task but they didn't cover all the information needed. While in Task 2, some students presented clear opinions but with limited and inadequately developed ideas and gave no conclusion. Furthermore, for the results of cohesion and coherence in Task 1, most students showed good logical sequence and overall progression but with faulty cohesion devices. However in Task 2, some students presented either incoherent or illogical ideas or information. These results contribute as fruitful insights for language learners who want to enhance the IELTS comprehension, particularly writing performance.

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EFL Teachers’ Challenges and Insights of Online Teaching amidst Global Pandemic

Cited by 55 publications

References 0 publications

(Mobile Assisted Language Learning) MALL Implementation During Distance Learning

(Mobile Assisted Language Learning) MALL Implementation During Distance Learning

Teaching Online in Pandemic Time:the Experience of Indonesian Efl Teachers

Error analysis of undergraduate students’ writing performances: IELTS-based activities

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