“The pandemic of distance learning”: How Arab high school students see online‐learning during Covid‐19

Abstract

Emergency transition to online due to the coronavirus disease 2019 (Covid‐19) pandemic has created unprecedented challenges in schooling. There is a dearth of information on the perception of Arab high school students and parents regarding the negative effects of online learning during Covid‐19. Qualitative analysis of data from a multisite ethnographic‐centered study collected in nine Arab countries. Data presented are only the ones recorded from students and parents. Raw data were abstracted using a mind‐mapping software and coded using words. The perceived negative effects of students and parents on several aspects of the transition to online learning such as the needed technical adjustments, impact on parents, perceptions of learning online versus face to face, pedagogical drawbacks, and psychological effects are described and discussed in light of results of previous studies. In spite of cultural differences, Arab high school students and parents face the same challenges and difficulties reported in other parts of the world. The overarching theme that emerges both for parents and children is the perceived superiority of face‐to‐face learning in the structured environment of the school for a more holistic learning and socialization experience of students and for better long‐term outcomes.

Investigating Chinese University-Level L2 Learners’ Foreign Language Anxiety in Online English Classes

“…There are few empirical studies focusing their attention on the online context. The Covid-19 pandemic has triggered unprecedented challenges in schooling, which has made online the main way of teaching university students for a period of time in Chinese mainland and in other countries, leaving students alienated from teachers, peers, and their social environment (Alhazmi, 2022), So, do students in online English classes feel anxious? If yes, to what extent do they feel anxious?…”