The Effects of the COVID-19 Pandemic on ESL Learners and TESOL Practitioners in the United States

doi:10.46451/ijts.2020.09.11

Cited by 49 publications

(61 citation statements)

References 14 publications

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“…Hence, the students have to adopt e-learning as it is considered a favourable method to continue the learning process. However, a study conducted by Hartshorn & McMurry (2020) found that ESL students expressed that having schoolwork was overwhelming and considered "the most difficult challenge during the pandemic" (p.147). The students reported that being unable to talk to teachers and had to be in front of the computer for many hours was difficult and tiring.…”

Section: Discussionmentioning

confidence: 99%

The Acceptance of E-Learning Among ESL Primary School Students During Covid-19

Haleman

Yamat

2021

JELTAL

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The past years have seen a strong focus in Malaysia on the increase of infusion of Information Communication Technology (ICT) in educational institutions to stimulate innovations and strengthen global economic competitiveness. The integration of ICT has transformed the Malaysian education system by reshaping the landscape of education, from teacher-centred to learner-centred education. However, the COVID-19 crisis has changed the landscape of the education system drastically. The educators have turned their focus on online learning as an alternative means to replace the face-to-face classroom. Therefore, this paper focuses on the investigation on the perception towards e-learning among ESL primary school students. This study also determined the level of acceptance towards e-learning. A set of questionnaires was distributed via Google Form to 100 upper primary students in Sibu, Sarawak. The results revealed that the perception towards e-learning was positive, and the level of e-learning acceptance among ESL primary school students was high due to its features of e-learning, such as flexibility, user-friendliness, and the students’ attitude towards using as well as the intention to use in the future. It was recommended that teachers should utilize student-friendly digital tools to deliver their teaching and learning materials so that the students, especially at the primary level find it easy and enjoy learning English via e-learning.

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Section: Discussionmentioning

confidence: 99%

The Acceptance of E-Learning Among ESL Primary School Students During Covid-19

Haleman

Yamat

2021

JELTAL

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“…Findings also show that some teachers applied active coping strategies rather than avoidance strategies while increased levels of stress and negative emotions necessitated avoidant coping strategies (MacIntyre et al, 2020). Emergency online learning of English increased defeatist emotions and brought out certain stressors for the teachers and students (Hartshorn & Mcmurry, 2020;Maican & Cocoradă, 2021). Due to this new and unfamiliar form of teaching during the pandemic, most teachers experienced worry and anxiety (Gao & Zhang, 2020).…”

Section: Findings Of the Third Research Question Based On The Attitudes And Motivations Of Teachers And Students Towards Emergency Onlinementioning

confidence: 99%

“…English language related studies during the Covid-19 process (between March 2020 and February 2021) (Aji et al, 2020;Allo, 2020;Almekhlafy, 2020;Andriivna et al, 2020;Ariyanti, 2020;Astuti & Solikhah, 2021;Atmojo & Nugroho, 2020;Bailey & Lee, 2020;Chiatoh & Chia, 2020;Dahmash, 2020;Davies et al, 2020;Destianingsih & Satria, 2020;Farrah & Al-Bakry, 2020;Fatima, 2020;Fitria, 2020;Forrester, 2020;Fuad et al, 2020;Fuentes Hernández et al, 2020;Gao & Zhang, 2020;Hadianti & Arisandi, 2020;Hafidz, 2020;Hakim, 2020;Hamid, 2020;Hartshorn & Mcmurry, 2020;Hazaea et al, 2021;Hodges et al, 2020b;Hopp & Thoma, 2020;Huang et al, 2021;Kamhi-Stein et al, 2020;Karakuzu et al, 2020;Karataş & Tuncer, 2020;Karim & Hasan, 2020;Kawinkoonlasate, 2020;Khafaga, 2021;Kholis, 2020;Krishan et al, 2020;Kusumawati, 2020;Li et al, 2020;Lie et al, 2020;Loo, 2020;…”

Section: Study Focus Authors Nmentioning

confidence: 99%

“…The listening skill was reported to be the most difficult skill for the students to develop (Rifiyanti, 2020). In another study, it was revealed that the speaking skill was mostly ignored and the writing skill was fostered most since it was the skill used in online communication for homework and assignments in online environments such as WhatsApp (Hartshorn & Mcmurry, 2020;Karataş & Tuncer, 2020). On the other hand, the speaking performance of the students in ESP classes was found to be satisfactory in online teaching (Kusumawati, 2020).…”

Section: Findings Of the Second Research Question Based On The Impact Of Covid-19 On English Language Teaching And Learning From The Globmentioning

confidence: 99%

“…In this respect, some teachers and students regarded emergency online learning and teaching as an obstacle to language development (Hartshorn & Mcmurry, 2020). The problems encountered during the emergency online teaching caused a decrease in students' motivation to learn English (Hafidz, 2020;Zboun & Farrah, 2021), as well as other aspects such as lack of concentration and self-discipline during the crisis (Popova & Rozhdestvenskaya, 2020).…”

Section: Findings Of the Third Research Question Based On The Attitudes And Motivations Of Teachers And Students Towards Emergency Onlinementioning

confidence: 99%

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English language teaching and learning during Covid-19: A global perspective on the first year

Erarslan¹

2021

Journal of Educational Technology and Online Learning

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PandemicCovid-19 Emergency online teaching English language teaching and learning First year analysisThe world recently witnessed the unexpected emergence of a coronavirus that caused the Covid-19 pandemic and severely impacted all aspects of human life. The sudden lockdown that came with the announcement of the pandemic affected health systems, the world economy and, inevitably, education systems across the globe. Due to the pandemic, schools and universities were closed, face-to-face education was suspended and a shift to emergency online teaching was instituted. English language training took its share in this transition and several studies were conducted to investigate the effects of the pandemic on emergency online teaching and the learning of English. This integrative literature review study analyses and synthesizes the research studies conducted between March 2020 and February 2021 to illustrate the first year of the pandemic in terms of English language teaching and learning globally. Thus, 69 research studies were selected for analysis. Findings show that the emergency online teaching and learning of English mainly created challenges due to the internet connection problems and students' access to computer or smart phones. On the other hand, contributing the teachers' digital literacy skills, the significance of online teaching and learning in case of emergency situations was highlighted as the findings showed. The studies produced conflicting results in terms of the implementation of emergency online teaching and learning practices, English language teachers and students' perceptions and attitudes, the affective, motivational and cognitive aspects, and the impact of emergency online teaching on the language development of students. Research Article

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Cognitive flexibility and grit during times of crisis for Turkish EFL teachers

Erarslan

2023

Psychology in the Schools

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Due to the COVID‐19 pandemic, the abrupt transition to virtual learning environments based on Emergency Remote Teaching (ERT) has posed significant challenges for teachers at all levels of education. The challenges of the pandemic revealed the significance of cognitive flexibility as a cognitive skill and grit as a noncognitive skill for teachers to adapt to the ERT conditions and to sustain their passion and perseverance. This study investigated whether the cognitive flexibility and grit levels of Turkish EFL (English as a Foreign Language) teachers significantly differed based on demographic variables and also explored how cognitive flexibility as a cognitive skill and grit as a noncognitive skill were associated with each other. Using a sequential, exploratory, mixed‐method design, qualitative, and quantitative data were collected from 589 Turkish EFL teachers during the school closures. The collected data were analyzed qualitatively and quantitatively, and structural equation modeling was used to determine the relationship between cognitive flexibility and grit. The findings showed that cognitive flexibility and grit differed more in terms of profession‐related variables (teaching experience and school type) than personal demographic variables (age and gender). Also, structural equation modeling showed that both cognitive flexibility and grit significantly correlated with each other as a novel finding contributing to the literature. The qualitative findings showed that teachers used cognitive flexibility and grit‐based strategies to overcome the difficulties caused by the pandemic.

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The Effects of the COVID-19 Pandemic on ESL Learners and TESOL Practitioners in the United States

Cited by 49 publications

References 14 publications

The Acceptance of E-Learning Among ESL Primary School Students During Covid-19

The Acceptance of E-Learning Among ESL Primary School Students During Covid-19

English language teaching and learning during Covid-19: A global perspective on the first year

Cognitive flexibility and grit during times of crisis for Turkish EFL teachers

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