Recommendations of ELT Students for Four Language Skills Development: A Study on Emergency Distance Education During the COVID-19 Pandemic

Abstract

The COVID-19 pandemic will not be easily forgotten as its contagious impact has penetrated education. In response to this, educational practices have moved online within various forms and terms, and Emergency Distance Education (EDE) is one of them. Within this frame, this qualitative study aimed to investigate the recommendations of 118 English Language Teaching (ELT) Department students for their teachers and for students themselves in developing four language skills—reading, writing, listening, and speaking—during EDE settings to improve the efficiency of the online courses. In doing so, Framework Method via NVivo 11 Plus was utilized. The participants’ recommendations for EDE included a total of 152 comments for reading, 141 for writing, 131 for listening, and 147 for speaking skills. The participants’ recommendations for four skills centered on a total of seven themes: for teachers, for students, for online platforms, for eliminating technical issues, satisfactory, no recommendation, and no answer. The data analysis demonstrated that the majority of the recommendations for each skill were given for teachers under two sub-themes: content and implementation. While content had the highest frequency for reading, writing, and listening skills, implementation was found to be the top concern for speaking skills. The results of the study presented valuable insights not only for ELT contexts but also for all language education settings.

Development of Students' Professional Skills and Institutions of Higher Education during the Pandemic

“…As a result, theoretical assumptions about educational development have become only a scientific basis that requires further research (Brammer & Clark, 2020). Today we can confidently say that the practice of distance teaching is not perfect; it requires constant development and solving new problems that arise constantly (Tuncer & Karataş, 2022).…”

The effects of online learning on English language education during the COVID-19 pandemic: A meta-analysis

“…An article about teachers' practices and perceptions is excluded because it does not provide quantitative data on the positive and negative effects of online learning on English language education (Thi & Luy, 2022). The other article only mentions the recommendations of ELT students for four language skills development and does not discuss the effects of online discussion on English language education (Tuncer & Karataş, 2022). The third article excluded is about the teachers' response to their student's educational and linguistic needs in online environments (Wong & Moorhouse, 2021).…”

Design and Implementation of Multimedia Teaching Course for Piano Enlightenment Oriented to Aesthetic Ability Development

“…Through multimedia equipment, teachers can directly and comprehensively display the teaching content to students in the form of animation, image, voice, text and other forms, so as to mobilize students' interest and initiative in learning. In the process of interactive discussion, students can get closer to each other, enhance the understanding between students, and constantly stimulate the collision of emotions between students, which can not only improve students' communication and expression skills, but also enable students to learn more about music interpretation, and thus develop their aesthetic skills (Tuncer & Karataş, 2022).…”