Season of Migration to Remote Language Learning Platforms: Voices from EFL University Learners

Abstract

The abrupt disruption of the traditional face-to-face language instruction due to the unprecedented COVID-19 pandemic has forced many schools and higher learning institutions in Oman and around the globe to establish a virtual learning environment. This crisis-prompted remote learning has been a new experience for most teachers and students alike, a variable that may affect students' learning. Thus, it is significant to understand the students' experience with online teaching and learning. This study explicitly examines online teaching and learning as perceived by English as a Foreign Language (EFL) students of a higher learning institution in Oman. A total number of (112) undergraduate students in Oman acted as a data source by responding to a computer-assisted survey questionnaire. The survey focused on the following themes: overall first-time online language learning experience; online courses; online learning mode and attainment of graduate attributes; effectiveness of online teaching and delivery; utilization and usefulness of electronic learning devices; and e-learning language skills. The findings highlight the significance of exploring learners' online learning experience and its implications for planning, implementing, teaching, and assessing online language education.

Action Research-based Online Teaching in Oman: Teachers’ Voices and Perspectives

“…In addition, they revealed that the motive behind conducting action research was to address the limitations of teaching theories and techniques. These results confirm previous studies" findings that discussed the impact of COVID-19-triggered teaching and the use of online learning platforms (Salih & Omar, 2021a;2022a). However, the affordances of online teaching for action research are also limited by specific challenges.…”

Reflective Teaching in EFL Online Classrooms: Teachers’ Perspective

“…Zeichner and Liston (2014) described the newly-acquired knowledge using the term teachers' "practical theories" (pp. [25][26][27][28][29][30][31][32][33][34][35], and they criticized Schon's account on 'reflecting in action' and 'reflecting on action' for falling short of incorporating the notion of 'collaborative reflection' in which teachers discuss their practices and reflective ideas with other professionals on the institutional level. This type of reflection allows the teachers to co-construct their knowledge by cooperating with other colleagues "through reflective dialogue on the participants' personal theories" (Moreira & Ribeiro, 2009, p. 64).…”

Omani Students’ Satisfaction with Independent Learning Tools during Covid-19

“…However, one of the main questions is whether this vital tool optimizes learning for students who have never done or even trained to be part of an entire online learning course. Salih and Omar (2020) concluded in their research that more than 50% of the students in their study have positive views about online learning. Still, it comes with many challenges, which made the experience challenging for some.…”

“…This finding does not come as a surprise, as the switch to full-time online learning happened without warning, and most students weren't ready for the sudden switch. A few recent studies have shown common issues that EFL students face during video conferences online classes, such as weak internet, problems with devices, insufficient time to discuss in class, and lack of reply from their facilitators (Salih & Omar, 2020;Rojabi,2020;Wichanpricha, 2021).…”