Evaluation of the effectiveness of EFL online teaching during the COVID-19 pandemic

Zou, Bin; Huang, Lulu; Ma, Wulin; Qiu, Yuqing

doi:10.1177/21582440211054491

Cited by 41 publications

(36 citation statements)

References 34 publications

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“…It was found that on an average, the competency level in technical is 0.098 lower than pedagogical competency (95% CI [0.03, 0.17]). This finding is consistent with Zou et al's [66] research of EFL instructors who identified low implementation of technical aspects such as use of recorded teaching materials and other novel methods in online teaching.…”

Section: F Competency -Pedagogical and Technicalsupporting

confidence: 90%

Online Teaching Competencies among Faculty Members at Modern College of Business and Science (MCBS) Sultanate of Oman

Thumiki¹,

Magd²

2022

IJIET

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Online education has become an imperative not only due to the technological innovations but also due to the emerging social conditions arising out of COVID-19. Technological competencies are essential among the instructors for successful online teaching. Modern College of Business and Science (MCBS), Sultanate of Oman is one of the pioneering institutions in the Middle East region in adopting hundred percent online education with the onset of COVID-19. Main aim of this research is to evaluate the online teaching competencies of instructors at MCBS. Competencies identified through the benchmarking exercise and from literature, were divided into pedagogical and technical competencies, spread across three stages of online teaching: before, during and after an online teaching session. A self-administered questionnaire was circulated among 80 instructors selected through the systematic random sampling technique, out of which 53 valid responses were received and used in the data analysis. Descriptive statistics along with paired and independent sample t tests and ANOVA were conducted for evaluating the online teaching competencies of the instructors at MCBS. Linear regression analysis was conducted to evaluate the relationship between qualification or certification in online instructional methods (independent variable QC) and online teaching competency (dependent variable OTC). Findings indicated lower/less technical competencies than the pedagogical competencies. Stage-wise analysis revealed that the technical competencies are lower in Stage 1. A regression model that explained 43 percent of variation in dependent variable revealed that OTC is dependent on QC. Thus, it is recommended that the instructors need to be supported in acquiring qualification or certification in online instructional methods. While theoretical implications relate to innovation diffusion theory and theory of distance education, practical implications of this research relate to the ongoing hundred percent online instruction method. This study can be extended to evaluating the impact of personal factors on the online teaching competency and to the wider participants in the higher education sector.

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Section: F Competency -Pedagogical and Technicalsupporting

confidence: 90%

Online Teaching Competencies among Faculty Members at Modern College of Business and Science (MCBS) Sultanate of Oman

Thumiki¹,

Magd²

2022

IJIET

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“…A comparison of the findings with those of other studies confirms the general effectiveness of online language learning, which is also consistent with that of Zou [47], who concluded that only 0.47% of participants considered online language learning ineffective or extremely ineffective, which means 99.53% of the participants recognized the effectiveness of online learning. However, the major findings of this study are different from those of the research conducted by Martin [29], who held that the pronunciation skills of German learners did not improve significantly after having courses the whole semester.…”

Section: Theoretical and Practical Implications 421 Theoretical Impli...supporting

confidence: 90%

“…The employment of questionnaires and semi-structured interviews to collect data was frequently mentioned when the researchers aspired to learn about the true perceptions of both teachers and students toward specific courses, assisted tools, or instructional approaches. However, it is worth mentioning that the reliability and validity of various items in the questionnaires must be tested for the purpose of guaranteeing the accuracy of measuring effectiveness and further analysis [47]. Moreover, the questionnaires were usually administered at least two times at the beginning of the online language learning and the end of learning, depending on the research subjects as well as the data collected.…”

Section: Various Methods Combined To Measure Effectivenessmentioning

confidence: 99%

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Effectiveness Study on Online or Blended Language Learning Based on Student Achievement: A Systematic Review of Empirical Studies

Zhou

Zhang

2022

Sustainability

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The ubiquitous impacts resulting from the COVID-19 pandemic have profoundly changed the education sector and marked research interest in online or blended learning can be witnessed. As a pervasive learning activity of paramount significance, online language learning has aroused widespread attention. Nonetheless, few systematic reviews concerning the effectiveness of online language learning have been published. With the help of CiteSpace, this study systematically investigated 103 included articles from the SSCI of empirical studies from 44 journals for the purpose of filling the research gap in this field, providing a better understanding of the research trends, exploring effective ways to implement online language courses, and testifying to the ability of CiteSpace to track research hotspots. The findings show that effectiveness studies on online language learning principally focus on assisted tools (42.72%), instructional approaches (36.89%), and specific courses (20.39%). Lack of adequate cooperation among research institutions and the dominant position of online English learning (82.52%) can be witnessed. Despite the small sample size of 103 included articles, the validation of CiteSpace in terms of tracking the research trends or hotspots is confirmed. However, the proportion of each research focus is not compatible with the results of a comprehensive full-text analysis. This literature review also probes into various methods to measure effectiveness more scientifically and effective ways to implement online language courses. Theoretical as well as practical implications and future research directions are clarified.

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“…By doing so, they will not only undergo such a meaningful target language learning encounter but also master the technological matters beneficial for their future working places in the future. Zou et al, (2021) strongly encouraged all EFL learners to possess a more comprehensive understanding of the technological tools they frequently harness in the classroom learning surroundings to ease their personalized learning encounters and transform them into more technological-literate academicians. Ngo (2021) outspokenly postulated that it is extremely crucial for EFL teachers to firstly become good role models in making use of technological devices in the presence of their learners to constantly prompt them to vehemently explore these supportive online platforms.…”

Section: Theme 2: Online Efl Learning Activities Enabled Learners To ...mentioning

confidence: 99%

English Education Master Students' Perceptions on Online Learning During COVID-19 Pandemic

Wijaya¹

2022

IJIET

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ELT enterprises are always ever-changing in these recent years due to the learners’ learning needs, preferences, interests, and proficiency. This progressive change is noticeable during this covid-19 pandemic where all educational institutions are commissioned their learners to study from home with the support of technological interfaces. This current small-scale qualitative study was an attempt to discover the specific perspectives upheld by English Education Master Students concerning the internalization of online EFL learning activities during these recent 2 year periods. To fulfill this research objectivity, the narrative inquiry was employed to fully attain the authentic data derived from the research participants manifested in the form of stories. In the short-term data gathering processes, 5 open-ended written narrative inquiry questions were distributed to 2 English Education Master Students of Sanata Dharma University, batch 2020. Anchored on the obtained research results, online EFL learning activities are quite beneficial in promoting more fruitful learning outcomes and embracing learners’ learning pace in absorbing the imparted learning materials. Hence, it is worth highlighting that this learning method is appropriately suitable for nowadays target language learning venture due to its practicality and feasibility. Some specific suggestions were also depicted in the last section.Keywords: Online learning; graduate students; covid-19 pandemic

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Evaluation of the effectiveness of EFL online teaching during the COVID-19 pandemic

Cited by 41 publications

References 34 publications

Online Teaching Competencies among Faculty Members at Modern College of Business and Science (MCBS) Sultanate of Oman

Online Teaching Competencies among Faculty Members at Modern College of Business and Science (MCBS) Sultanate of Oman

Effectiveness Study on Online or Blended Language Learning Based on Student Achievement: A Systematic Review of Empirical Studies

English Education Master Students' Perceptions on Online Learning During COVID-19 Pandemic

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