Issues of Participant Retention in an Online Course for English as a Foreign Language Teachers

Shrestha, Sagun; Gnawali, Laxman; Laudari, Suman

doi:10.52547/ijree.7.1.86

Cited by 2 publications

(1 citation statement)

References 21 publications

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“…Another important factor in online learning experience is the availability of effective technological instruments, especially computers (Barbour et al, 2018). Even in higher education, there have been reports about incompatible computers and mobile phones (Niemi & Kousa, 2020;Shrestha et al, 2022). Moreover, as reported by Barbour and Reeves (2009), technical issues could also play a role in students' and teachers' perceptions of online learning.…”

Section: Review Of the Literaturementioning

confidence: 99%

Experiencing Virtual Online Classes during the Pandemic: Foregrounding Iranian EFL Teachers’ and Learners’ Voices

Safdari

2022

IJREE

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Teaching English through virtual online platforms has been practiced by language teachers during Covid-19 pandemic. The present mixed-methods study aimed to investigate EFL learners' and teachers' perceptions of virtual online classes and examine the potential (non)alignment between their perceptions as well. To do so, 80 learners and 30 teachers took part in the quantitative part and then, 18 learners and 12 teachers of English were selected for the qualitative part of the study. In the quantitative part, the participants responded to a self-report questionnaire on their experiences with online classes. In the qualitative part, the participants took part in online semi-structured interviews. After the questionnaire data provided a general profile of the learners' and teachers' opinions, analysis of the qualitative data resulted in the emergence of two major themes of 1) using online instruction as a productive device in language learning; and 2) efficient learning through communication. EFL teachers' data revealed their belief in 1) fostering interactive classroom through online instruction; and 2) learners' involvement and enthusiasm for classroom participation. It was also found that both learners and teachers expressed satisfaction with virtual online classes and creation of an interactive learning atmosphere through virtual classes, which indicated the existence of relative alignment between their perceptions. The findings of the study contributed to the EFL teachers' awareness of applying online instruction in order to create an interactive learning environment for EFL learners and assist them to be enthusiastically involved in classroom communication.

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Section: Review Of the Literaturementioning

confidence: 99%

Experiencing Virtual Online Classes during the Pandemic: Foregrounding Iranian EFL Teachers’ and Learners’ Voices

Safdari

2022

IJREE

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Exploratory action research: experiences of Nepalese EFL teachers

2022

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The number of reports and publications about exploratory action research (EAR) has been increasing in recent years; however, there is still a dearth of studies that examine its effectiveness for improving teaching and learning. This study explores Nepalese EFL teachers’ perceptions of EAR, the ways they explored their classroom issues, and how they acted to improve their classroom practices through involvement in an online EAR training course for a year. The data collected from interviews and the teachers’ written reports show that these teachers found EAR to be an effective approach to explore their classroom puzzles or problems and develop informed, context-sensitive strategies to solve these. The findings of this study are relevant for teachers, teacher educators, and education policymakers in providing insights into the value of EAR for bringing about changes in teaching and learning situations.

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Issues of Participant Retention in an Online Course for English as a Foreign Language Teachers

Cited by 2 publications

References 21 publications

Experiencing Virtual Online Classes during the Pandemic: Foregrounding Iranian EFL Teachers’ and Learners’ Voices

Experiencing Virtual Online Classes during the Pandemic: Foregrounding Iranian EFL Teachers’ and Learners’ Voices

Exploratory action research: experiences of Nepalese EFL teachers

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