Parental/Caregiver Engagement in Early Learning Systems: Findings From Early Learning Partnership (ELP) COVID-19 Research in Pakistan and Ethiopia

The Evolution of ELT Methods: A Comparative Analysis of Pre and Post-COVID-19 Pedagogical Practices in Pakistan

“…The approach of a qualitative study on the part of pre-service teachers, like anxiety, adjustment, and reflections in online education, provides proof of the high complexity of the transition to online education, which is one of the main concepts of the evolution of ELT methods in the post-COVID-19 era. The corresponding challenges, resistance to change, engagement difficulties, and struggles to maintain teaching presence may arise in a virtual environment, similar to the challenges faced by our ELT practitioners nationwide, discussed by M. Aslam et al (2024). In addition, the principle that systematic observations, critical reflections, and collaboration with peers affect the quality of e-learning course promotion also gives us useful hints about methods for improving the teaching and learning of the English language in the future.…”

“…It was the common situation in Pakistan before the pandemic that the traditional teacher-student interaction and the face-to-face classroom teaching methods were the teaching methods in which teacher was the medium of transmission and the student was the final receiver (Kazim et al, 2023). These approaches have been useful for achieving some learning outcomes, but, on the flip side, they discourage the use of digital tools and the adoption of 21st-century teaching methods (Aslam et al, 2024). The outbreak of COVID-19 and the consequent onset of online learning triggered an exceptionally high level of transformation in ELT methods, with teachers being more determined to incorporate technology into their teaching practices more holistically (Aslam et al, 2022).…”