Utilizing video conferencing software to teach young language learners in Hong Kong during the COVID‐19 class suspensions

Moorhouse, Benjamin Luke; Beaumont, Andrew M.

doi:10.1002/tesj.545

Cited by 43 publications

(28 citation statements)

References 5 publications

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“…The delivery of remote teaching and learning most often includes both synchronous and asynchronous aspects of learning (Mladenova et al, 2020;Moorhouse & Beaumont, 2020;Ross & DiSalvo, 2020;Schwartz, 2020;Yi & Yang, 2020). Sometimes mandated by individual schoolboards, the form of delivery varies accordingly, however, it is also dependent on the teachers' capacity to deliver either synchronous or asynchronous programming (Miruna, 2020).…”

Section: Setting the Context: Implementation Of Remote Teaching And Learningmentioning

confidence: 99%

The Impacts of COVID-19 on Early Childhood Education: Capturing the Unique Challenges Associated with Remote Teaching and Learning in K-2

Timmons

Cooper

Bozek

et al. 2021

Early Childhood Educ J

119

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Due to the COVID-19 pandemic, schools across North America closed to in person learning in March 2020. Since then, it has becoming increasingly clear that physical distancing will need to be prolonged in the 2020/2021 school year and possibly resumed in the future. In response, education ministries shifted teaching and learning online. Research is urgently needed to mitigate the effects of COVID-19 on teaching and learning, particularly in the foundational early primary years. This research directly responds to this concern by examining the unique challenges associated with remote teaching and learning in early primary contexts. Given that learning in kindergarten and early primary grades is largely play-and inquiry-based, there is a particular need to investigate the impacts of this move for teachers, parents, and children in K-2. As such, the purpose of this research is twofold: (1) to capture the unique challenges and unanticipated successes associated with remote teaching and learning, and (2) to utilize findings to provide recommendations for remote learning as well as strategies for supporting in-person learning in the COVID-19 era (and post COVID-19 era). Data collection included 45-min semi-structured interviews with K-2 teachers (n = 25) and parents (n =11). All participants were from Ontario Canada. Data were collected from April-June 2020. The sample size was chosen to ensure saturation while uncovering a variety of perspectives. Data were analyzed in NVivo using an emergent thematic approach (Patton, 2016). The emergent thematic approach to analysis revealed five themes: equity considerations, synchronous versus asynchronous teaching and learning, social and emotional effects on students, academic impacts, and effects on parents/families.

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Section: Setting the Context: Implementation Of Remote Teaching And Learningmentioning

confidence: 99%

The Impacts of COVID-19 on Early Childhood Education: Capturing the Unique Challenges Associated with Remote Teaching and Learning in K-2

Timmons

Cooper

Bozek

et al. 2021

Early Childhood Educ J

119

View full text Add to dashboard Cite

show abstract

“…Initially, the effects of digital technologies on education were relatively minor as generic technologies had limited usefulness in the classroom or the work of teachers (Cuban, 2001). However, in recent years, digital technologies specifically designed for education or with greater utility in the classroom, such as presentation software, learning management systems (LMS), student response systems (SRS), and game-based learning platforms (GBLP), have begun to play prominent role in education (Moorhouse & Beaumont, 2020a;Tay et al, 2017;Voogt et al, 2018), while teachers' administrative responsibilities are also becoming increasingly digitised (Shah, 2014). These changes have coincided with the development of internet-ready, handheld devices, such as tablets, and Wi-Fi connectivity, meaning teachers no longer need to take students to computer labs or to use expensive laptops; rather, they can utilise the handheld devices in the classroom (Hockly & Dudeney, 2018).…”

Section: Digital Technologies and Instructional Approachesmentioning

confidence: 99%

Blending asynchronous and synchronous digital technologies and instructional approaches to facilitate remote learning

2021

Self Cite

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This two-stage qualitative-dominant sequential mixed-method study, using an online survey of elementary and secondary school English language teachers (N = 73) and follow-up interviews (N = 10), collectively explores how teachers in Hong Kong adapted their instruction to online teaching in responses to COVID-19. The findings indicate that teachers used a variety of asynchronous and synchronous digital technologies and instructional approaches to facilitate students' learning, assess learning, and communicate with students and parents remotely. The findings suggest that a blend of asynchronous and synchronous modes are seen as optimum to support student learning online. A model is proposed on how teachers can blend asynchronous and synchronous digital technologies and instructional approaches within a sequence of learning.

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“…In the online classroom, peer interaction during speaking class rarely happened making which resulted in making students feel shy to practise compared to the traditional classroom (Pazilah et al, 2019). Furthermore, in a study that was conducted in Hong Kong by Moorhouse and Beaumont (2020), they mentioned that learners with mixedabilities were having problems in catching up with the rest of the class as teachers were giving standardized-tasks to all of them. Although there was slightly improvement in language learning using Learning Language Strategies (LLS), their effectiveness was still not fully applied (Lestari & Wahyudin, 2020).…”

Section: E-learning In Esl Classroommentioning

confidence: 99%

“…At the beginning of online learning, students were excited about immerging themselves with the "new normal" of learning, but the spirit was fading after a few months, in which students became uninterested and less bothered to learn. Moorhouse and Beaumont (2020) stated that learners with mixed-abilities were having problems in catching up with the rest of the class as teachers were giving standardised-tasks to all of them. Thus, feedback and assessment were not consistent as pupils perform way better than at school.…”

Section: Students' Participation and Assessmentmentioning

confidence: 99%

“…All the aspects above have affected the achievement of instructional objectives and teachers' performance in delivering knowledge to students online, however and according to Moorhouse and Beaumont (2020), challenges still existed. The most significant obstacle teachers encountered when conducting e-learning was students' poor internet connection and little to no access to mobile phones or laptops.…”

Section: Students' Participation and Assessmentmentioning

confidence: 99%

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ESL Teachers’ Challenges in Implementing E-learning during COVID-19

Lukas

Yunus²

2021

IJLTER

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Education sector in Malaysia had put emphasis on the use of online learning or e-learning with technology and devices as a mediator of communication to replace face-to-face learning during the COVID-19 pandemic. Subsequently, with the improvement of learning technologies, English as a Second Language (ESL) teachers faced various challenges in language teaching. In this regard, this study aimed to investigate the challenges ESL teachers faced in implementing e-learning during COVID-19. Using a qualitative approach, this research was a case study which involved 20 primary ESL teachers. Data collection was done through an in-depth interview to explore teachers’ e-learning experiences and challenges in teaching the English language. Based on the findings, the majority of teachers expressed that the use of e-learning was effective with various limitations such as teachers’ readiness to adopt e-learning, accessibility to mobile phones and Internet connectivity, classroom management in term of low students’ participation and assessment. Thus, the researcher recommended more studies to highlight teachers’ insight regarding the significance of e-learning. ESL teachers, stakeholders, policy makers, and institutions can benefit from the results of the study and come out with practical strategies to utilize online sources for education in the pandemic situation.

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Utilizing video conferencing software to teach young language learners in Hong Kong during the COVID‐19 class suspensions

Cited by 43 publications

References 5 publications

The Impacts of COVID-19 on Early Childhood Education: Capturing the Unique Challenges Associated with Remote Teaching and Learning in K-2

The Impacts of COVID-19 on Early Childhood Education: Capturing the Unique Challenges Associated with Remote Teaching and Learning in K-2

Blending asynchronous and synchronous digital technologies and instructional approaches to facilitate remote learning

ESL Teachers’ Challenges in Implementing E-learning during COVID-19

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