Online EMI learner engagement and perceptions of teaching and learning during the COVID-19 pandemic

Lim, Hyejung; Murdoch, Yvette Denise; Cho, Jiyoung

doi:10.1080/14703297.2021.1905030

Cited by 13 publications

(5 citation statements)

References 31 publications

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“…In line with the emergent literature on COVID-19 in HE (Lim et al, 2021;Mihee et al, 2020;Naffi, 2020;Sözmen et al, 2021), this paper contributes to the growing debate surrounding online teaching and how technology will be used in HE in the future (see also Farr, 2021;Ringberg et al, 2019). Thus, our concern is what happens next and we posit a few questions.…”

Section: Discussionsupporting

confidence: 62%

“…Similarly, Naffi (2020) found a renewed interest in pedagogy to transform face-to-face education into online education, but at the same time noted substantial stress and anxiety amongst educators. While there are now several studies of how students (e.g., Crawford et al, 2020;Gonzalez et al, 2020;Lim et al, 2021;Naffi, 2020;Sözmen et al, 2021) and educators (Crawford et al, 2020;Naffi, 2020;Paudel, 2021) made sense of these challenges, there is limited research into how educators and students together made sense of this situation (Duraku & Hoxha, 2020).…”

Section: Introductionmentioning

confidence: 99%

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Adjustments to Pandemic Enforced Constraints: Insights from Postgraduate Students’ and Educators’ Transitions

Nolan

Rienties

Brady

et al. 2022

International Journal of Educational and Life Transitions

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Much of higher education (HE) experienced a forced global pilot test of online education with the added dimension of a rapid adoption for both educators and students due to the COVID-19 pandemic. We used Multiple and Multi-dimensional Transition (MMT) and Self-Regulated Learning (SRL) perspectives within a two-time interval research design of postgraduate Master students' and educators' lived experience operationalised during the first three months of the pandemic in Ireland. This article describes the transition journey from shock and loss, to new and unfamiliar, enforced and confined learning environments, to eventual acceptance albeit with major challenges. The findings illustrate a complex narrative for both students and educators as they adjust to a new educational experience. The main finding was that both students and educators transitioned rapidly, but there is a lack of evidence that this "forced" transition repositioned the student and educator roles in a new educational ecosystem. As technological adoption continues with HE, research findings of this nature situated during the early stages of the pandemic can inform and guide the next iteration of educational and technological developments.

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Section: Discussionsupporting

confidence: 62%

Section: Introductionmentioning

confidence: 99%

Adjustments to Pandemic Enforced Constraints: Insights from Postgraduate Students’ and Educators’ Transitions

Nolan

Rienties

Brady

et al. 2022

International Journal of Educational and Life Transitions

View full text Add to dashboard Cite

show abstract

“…During the implementation of teaching activities, teachers could also take use of short online surveys to quickly learn about students' readiness for engaging in speaking tasks in an anonymous way and provide corresponding support. Through showing care to students and being organized in instruction, teachers could better help students engage and enhance their confidence about learning English online (Lim et al, 2021).…”

Section: Conclusion and Pedagogical Implicationsmentioning

confidence: 99%

“I Didn’t Even Know if My Students Were in Class” : Challenges of Teaching English Speaking Online

Qi¹,

Liao²,

Zhao³

2021

The Journal of AsiaTEFL

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Literature ReviewReal-time online language teaching and learning has become an increasingly promising business opportunity in recent years, due to the flexibility of time and space it allows and the increasing number of available video-conferencing platforms (e.g., Skype, Zoom). Compared with asynchronous teaching modes, real-time/synchronous online language teaching has the advantage of enabling rapid negotiation of meaning and timely responses, enhancing interactivity between interlocutors, and better sustaining Qi Qi et al.

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“…It was found that EMI lecturers did not design learning activities and create interactive opportunities for students, and they were unable to produce meaningful questions when there were occasionally episodes of student engagement (Lee, 2014). Also, in Korea, Lim et al (2021) conducted a survey of university students seeking opinions on the strategies and methods implemented by their lecturers that supported their engagement and motivation in online EMI classes. A key finding was that when EMI learners perceived care, warmth, encouragement and openness from their lecturers, they were more likely to participate in class.…”

Section: Introduction -Does the Choice Of Pedagogy And Instruction Im...mentioning

confidence: 99%

Chinese EMI Lecturers’ Engagement Strategies

Han

2022

SpringerBriefs in Education

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In Chap. 3, the pedagogical positions and instructional practices of the EMI lecturers were analyzed. This Chapter continues the examination of actual teaching practice in EMI classes by focusing on the Chinese EMI lecturers’ specific engagement strategies. Examining engagement allows this research to respond to two concerns raised in current literature: (i) that expository pedagogy and its aligned instruction will generate less classroom engagement compared to constructivist teaching; and (ii) there is less engagement and interaction in a class when teaching is conducted in EMI. The aim of this Chapter is not to measure the effectiveness of learning in relation to engagement, but rather to capture the characteristics of the engagement strategies implemented by the participants. Data reveal a general pattern in the EMI lecturers’ implementation of engagement strategies: cognitive engagement was the dominant, most frequently used engagement strategy, and conversely, emotional, managerial and behavioral engagement was observed with very limited frequency. The arguments being proposed are that the characteristics of these Chinese EMI lecturers’ engagement strategies are shaped by their pedagogical, educational and cultural ideologies; and that English as the medium plays a secondary role in patterns of engagement observed in this research.

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Online EMI learner engagement and perceptions of teaching and learning during the COVID-19 pandemic

Cited by 13 publications

References 31 publications

Adjustments to Pandemic Enforced Constraints: Insights from Postgraduate Students’ and Educators’ Transitions

Adjustments to Pandemic Enforced Constraints: Insights from Postgraduate Students’ and Educators’ Transitions

“I Didn’t Even Know if My Students Were in Class” : Challenges of Teaching English Speaking Online

Chinese EMI Lecturers’ Engagement Strategies

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