Online learning during the COVID-19 pandemic from the perspectives of English as foreign language students

Abstract

This study aimed at exploring the advantages and disadvantages of the online learning system implemented during COVID-19 Pandemic from English as foreign language (EFL) students' perspective. To achieve the objectives of the study, qualitative approach was used. The sample of the study consisted of 20 students who were chosen purposely from the World Islamic Sciences and Education University in Amman, Jordan. A semi-structured interview was used to collect data and Braun and Clarke's thematic approach (2006) was used to analyse the data. The study generated the following findings: E-learning saves time, money and effort; it is active in humanities faculties to some extent but it is inactive in science faculties; it encourages students' self-learning and it enables them to listen to recorded lectures many times; it causes social isolation between students; some students resort to cheating in exams; most students face technical problems while using online learning.

Unlocking online language education: Opportunities, challenges, and recommendations

“…It is simple to instruct numerous students at any time and wherever in the world using online instructing methods (Dhawan, 2020;Gacs et al, 2020). Therefore, students do not have to commute to school, which saves time (Alodwan, 2021;Okyar, 2023) and helps them to manage their time more effectively (Khalil et al, 2020). Consequently, online education is appreciated because of its location and time flexibility (Gonçalves et al, 2020;Le & Tran, 2023;Ludwig & Tassinari, 2023;Mather & Sarkans, 2018;Song et al, 2004).…”

“…Consequently, online education is appreciated because of its location and time flexibility (Gonçalves et al, 2020;Le & Tran, 2023;Ludwig & Tassinari, 2023;Mather & Sarkans, 2018;Song et al, 2004). Online education has also been reported to be cost-effective (Alodwan, 2021, Dahmash, 2020Ludwig & Tassinari, 2023;Okyar, 2023).…”

“…Many weaknesses and challenges related to online education have also been reported in literature. The most commonly cited one is technological reliability (Dhawan, 2020;Wang et al, 2022) or simply technical problems (Alodwan, 2021;Lee, 2022;Ludwig & Tassinari, 2023;Okyar, 2023;Song et al, 2004) which include lack of internet connection, limited internet access, unstable internet (Aboagye et al, 2020;Bataineh et al, 2020;Gao, 2020;Hazaymeh, 2021), power cuts (Le & Tran, 2023;Mursyidin et al, 2021), downloading errors, issues with installation, troubles with login, and problems with audio and video (Dhawan, 2020).…”

“…Despite the fact that the synchronous mode affords chances for engagement with both peers and instructors, a considerable body of research recognizes that virtual education falls short in terms of fostering interaction comparable to the in-person teaching approach (Alzahrani, 2023). Students frequently express dissatisfaction regarding the dearth of opportunities for socializing with their peers in the online learning environment (Alodwan, 2021;Mese & Sevilen, 2021;Okyar, 2023;Schulze & Scholz, 2018). Therefore, they feel isolated and detached from their classmates and instructors (Alodwan, 2021;Hazaymeh, 2021;Ludwig & Tassinari, 2023).…”

The Cycle of Fear in Learning: The Case for Foreign Language

“…In addition to that, foreign language teachers need to gear their teaching style to suit the needs of the learners who needed their self-esteem to be lifted in order to benefit most from the foreign language classes. Talal (2021) suggested that teachers can assist in the de-emergence of social isolation among learners by building rapport through small talks. Class sizes is also one of the indispensable elements in crafting enjoyment among the foreign language learners.…”