ESP Teachers’ Perspectives on the Online Teaching Environment Imposed in the Covid-19 Era - A Case Study

Gavranović, Valentina; Prodanović, Marijana

doi:10.15804/tner.21.64.2.15

Cited by 7 publications

(7 citation statements)

References 4 publications

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“…The majority indicated that they felt confident delivering their classes online. A similar finding was reported by Gavranović and Prodanović (2021), though in a different context. As expected, personal preferences yielded mixed results.…”

Section: Teachers' Attitudessupporting

confidence: 89%

“…It is not yet clear whether the same effectiveness can be attained in the current wide and unplanned use of online language teaching. The last two years have witnessed an influx of research examining online learning and teaching during the COVID-19 pandemic (e.g., Gacs et al, 2020;Gavranović & Prodanović, 2021;Manegre & Sabiri, 2020;Moser et al, 2021;Todd, 2020). Because of the widely varied contexts in which these studies have been conducted, their results may not be applicable to all language teaching contexts.…”

Section: Literature Reviewmentioning

confidence: 99%

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Teachers’ Perspectives towards Teaching English Online at the Tertiary Level in Saudi Arabia

Algethami

2022

SSRN Journal

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Section: Teachers' Attitudessupporting

confidence: 89%

Section: Literature Reviewmentioning

confidence: 99%

Teachers’ Perspectives towards Teaching English Online at the Tertiary Level in Saudi Arabia

Algethami

2022

SSRN Journal

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“…Various aspects of teachers' digital competencies have been investigated. Findings draw attention to the discrepancies between what teachers identify as needs and priorities in technology-supported lesson organisation on the one hand and, on the other, real demands and teachers' skills and competencies [6].…”

Section: Technology-supported Teachingmentioning

confidence: 97%

Digital Tools for Language Learning: Exploring Teachers’ Innovative and Engaging Practices

Gagić¹,

Gajić²,

Gavranović³

et al. 2023

Proceedings of the International Scientific Conference - Sinteza 2023

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This paper reports on the case study conducted with a group of secondary school language teachers and their practices of using digital tools from the COVID-19 pandemic outbreak onward. It investigates which tools the respondents used when they conducted classes exclusively online, and which ones they use when organising in-person teaching. The study aims at determining whether, how and to what extent the habit of using digital tools has improved over time. Quantitative research, in the form of an online survey, was conducted at the beginning of 2023 in order to analyse teachers' overall perceptions of digital tools in language teaching and learning before, during and after the COVID-19 pandemic. Forty-eight respondents did the online questionnaire. The findings showed that teachers held critical viewpoints on the use of technology in language teaching. The findings also suggest that teachers adopted digital technologies to address their and students' needs. Teachers reported that they found it difficult to deal with the challenges of online learning, especially regarding the lack of effective communication, staying up to date with modern technology and time-consuming administrative work. Furthermore, the results reveal that using digital tools helps students engage with the language in diverse ways, enhances their motivation to learn, develops their language learning skills, and improves their intercultural communicative competence.

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“…The COVID-19 pandemic has brought about significant challenges for educational institutions, teachers, and students as they swiftly transitioned to online teaching. The response to this new situation varied across educational systems, with adjustments made to teaching habits, approaches, methods, and materials to suit the online context [18]. Telecommunication between students from different countries has become increasingly prevalent in foreign language education.…”

Section: Introductionmentioning

confidence: 99%

Digital Technologies in Language Education: A Comprehensive Review and Analysis

Widad Ma,

Azman Che Mat,

Ghazali Yusri Ab Rahman

et al. 2024

ARASET

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This systematic literature review examines the role and efficacy of digital storytelling (DST), the robot-DST strategy, and the normalization of computer-assisted language learning (CALL) in language education. The review is based on a range of studies published between 2019 and 2023 and follows the PRISMA approach for systematic reviews and meta-analysis. The analysis includes the evaluation of training, validation, and testing stages, with the search employing the keywords "educational technologies" to identify relevant articles. The review's findings highlight the potential of digital storytelling as a multimodal approach to language education. However, the limitations of traditional DST methods are also scrutinized. To address these limitations, the study proposes a robot-based DST approach, robot-DST, to enhance student engagement and promote interaction. The effectiveness of this approach is evaluated through a quasi-experimental study conducted in an English as a Foreign Language (EFL) course, comparing it with the conventional animation-based DST approach. Furthermore, the review explores the normalization of computer-assisted language learning (CALL) and the evolving communicative competencies needed for the digital generation. It also delves into the role of digital technology in reshaping academic journals and emphasizes the importance of integrating digital tools in reading instruction within university curricula. While acknowledging the existing inadequacies in current methodologies, the study serves as an inspiration for future researchers. It provides a solid foundation for developing and implementing innovative solutions in language education. In conclusion, this systematic literature review sheds light on the transformative role of digital technologies in language education. It highlights the potential of digital storytelling, introduces the robot-DST strategy as an alternative approach, and explores the normalization of CALL. The review emphasizes the need for integrating digital tools and fostering evolving communicative competencies to meet the demands of the digital generation. It also underscores the importance of further research and innovation in developing effective solutions for language education.

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ESP Teachers’ Perspectives on the Online Teaching Environment Imposed in the Covid-19 Era - A Case Study

Cited by 7 publications

References 4 publications

Teachers’ Perspectives towards Teaching English Online at the Tertiary Level in Saudi Arabia

Teachers’ Perspectives towards Teaching English Online at the Tertiary Level in Saudi Arabia

Digital Tools for Language Learning: Exploring Teachers’ Innovative and Engaging Practices

Digital Technologies in Language Education: A Comprehensive Review and Analysis

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