The shift to flexible learning amidst the pandemic: the case of English language teachers in a Philippine state university

Tarrayo, Veronico N.; Paz, Rafael Michael; Gepila, Emejidio C.

doi:10.1080/17501229.2021.1944163

Cited by 33 publications

(25 citation statements)

References 46 publications

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“…The notion of telecollaboration-oriented pedagogy has also been integrated into pre-service language teacher education for pedagogical task design ( Ekin, Balaman & Bademkorkmaz, in press ). Telecollaboration also manifests in language teachers’ design of materials to promote flexible learning, contributing to a more inclusive classroom for learners with differing technology access ( Tarrayo & Anudin, in press ) or with differing English proficiency levels ( Glas, Catalán, Donner, & Donoso, in press ). Transnational language teachers work to extend teacher-student interaction beyond the class by using additional communication channels or strategies such as informational communication via WeChat and additional forum activities ( Busteed, in press ).…”

Section: Research On Online Language Teaching and Learningmentioning

confidence: 99%

Teaching and learning languages online: Challenges and responses

Tao

Gao

2022

System

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Section: Research On Online Language Teaching and Learningmentioning

confidence: 99%

Teaching and learning languages online: Challenges and responses

Tao

Gao

2022

System

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“…More than half of the metaphors show that the instructors found emergency remote teaching challenging and dynamic in its nature over time. The emerging issues are in compliance with the dominant problems of remote teaching such as lack of interaction (Hebebci et al 2020;Serhan, 2020;Tarrayo et al, 2021;van der Spoel et al, 2020), insufficient training of teachers (Trust & Whalen, 2021a) in the reviewed literature. In this study, some of the instructors highlighted that remote teaching could not bring sufficient satisfaction, but they admitted that it was a necessity due to circumstances.…”

Section: Discussionmentioning

confidence: 99%

“…During this challenging period, there is an array of interesting studies that have revealed the opinions of teachers and problems they faced in local and international contexts (Aytaç, 2021;Hebebci et al, 2020;MacIntyre et al, 2020;Moser et al, 2021;Trust & Whalen, 2020;Trust & Whalen, 2021a, 2021bvan der Spoel et al, 2020). However, those studies are mainly in K-12 school contexts, while there are only a few studies concerning the case of instructors at universities (Alhawsawi & Jawhar, 2021;Erdem-Aydin, 2021;Korkmaz & Toraman, 2020;Rapanta et al, 2020;Şener et al, 2020;Tarrayo et al, 2021).…”

mentioning

confidence: 99%

Metaphors as Trails of University English Language Instructors’ Perceptions About Emergency Remote Teaching in Turkey

Ekoç

2022

TEFLIN

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The COVID-19 pandemic brought life to an unexpected halt, and all levels of education including higher education had abrupt changes from face-to-face teaching to emergency remote teaching to sustain the continuity of education. English preparatory schools that provide newly-enrolled university students with one-year intensive English language program are no exception with regard to emergency remote teaching. Metaphor elicitation can be one of the ways to reveal university language instructors’ subtle thoughts about emergency remote teaching. In line with this idea, this paper investigates the use of metaphors elicited from 60 university instructors from different universities in Turkey in relation to emergency remote teaching. After the analysis, 58 valid metaphors were recompiled and classified under six categories. It was identified that instructors found emergency remote teaching quite challenging and dynamic in nature while only a small number of instructors considered it a positive experience. It was also evident in the instructors’ metaphors that they felt inadequate and untrained when they had this abrupt change at first and perceived emergency remote teaching as an unreal experience. Given the fact that there can be emergency situations in the future, we should move on after taking the necessary lessons from this challenging period.

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“…Many teachers did not have their own digital devices, nor did they have access to any digital tools such as smartphones or laptops (Nashir and Laili, 2021). In LIC contexts such as in the South Asian and South African countries, internet and phone service providers could not meet the increasing demands of their customers, especially during the COVID-19 pandemic, and consequently, poor connectivity and unstable internet were among the main reasons for ineffective delivery of learning (Ela et al, 2021;Khan et al, 2021;Lukas and Yunus, 2021;Tarrayo et al, 2021). Their findings suggest that due to the lack of technological pedagogical knowledge, and inability to access online platforms, teachers failed to develop required English language skills in students.…”

Section: Technologies and Educational Marginalizationmentioning

confidence: 99%

Languages and technologies in education at school and outside of school: Perspectives from young people in low-resource countries in Africa and Asia

Kukulska‐Hulme

Giri²,

Dawadi³

et al. 2023

Front. Commun.

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Disadvantaged young people in low-resource countries are less likely to complete their education or to progress to higher levels, which means that their upward mobility can be severely constrained. Versatile technologies such as smartphones, when combined with an ability to use the English language, can facilitate access to learning resources, thereby helping to support young people's education where the school facilities and local teaching resources are often insufficient and may reinforce existing inequalities. However, technology access and usage vary, and linguistic or other barriers to effective engagement are multifaceted. To gain a deeper understanding of the role of languages and technologies, our research project collected first-hand accounts of the educational experiences of marginalized young people aged 13–15, their parents and teachers in harder-to-reach urban and rural settings, in four low-income countries in Africa and Asia. The research investigated perspectives on the English language and use of technology in education in school and outside of school. Our findings provide original insights into local cultures of technology use and English language use in the context of young people's lived experiences. The paper covers young people's use of English and attitudes toward English alongside other languages in their local settings, and how they are learning with mobile digital devices at school, at home, outdoors, and in the homes of relatives, friends and neighbors. Relationships between languages and technologies are discussed, as well as the sustainability of English- and technology-mediated education in the countries in question, which will have broader applicability in other low-resource settings.

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The shift to flexible learning amidst the pandemic: the case of English language teachers in a Philippine state university

Cited by 33 publications

References 46 publications

Teaching and learning languages online: Challenges and responses

Teaching and learning languages online: Challenges and responses

Metaphors as Trails of University English Language Instructors’ Perceptions About Emergency Remote Teaching in Turkey

Languages and technologies in education at school and outside of school: Perspectives from young people in low-resource countries in Africa and Asia

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