Dealing with Emergency Remote Teaching: The Case of Pre-Service English Language Teachers in Turkey
Abstract
Education has been offered in the form of Emergency Remote Teaching (ERT) worldwide since March 2020 due to the spread of Covid-19. This compulsory transition has often been marked by disregard of the technological infrastructure of educational institutions, digital literacy skills of teachers and students, and their access to technology. A growing body of research discusses challenges faced in ERT; however, further studies are needed to arrive at validated conclusions to inform formal language teaching and learning. Against this backdrop, this qualitative study aimed at adding context-dependent knowledge to the literature by reporting on the case of university students majoring in language teaching. For this reason, the perceptions of a group of 67 pre-service English language teachers on ERT practices at a Turkish state university were explored. Data were collected through an interview form developed by the researchers and a focus group interview. The data were analysed inductively using content analysis. Half of the participants reported that specific skills were conducive to doing tasks in an ERT environment. They not only reported a variety of challenges related to the perceived ineffectiveness of learning, technical insufficiency, and inappropriateness of the learning environment, but also acknowledged contributions to their personal and academic development. That is, they found ERT flexible, time-saving, and favourable for learners who felt more confident in virtual classrooms, and some considered ERT as an opportunity for self-actualisation. Nonetheless, the majority favoured face-to-face education over ERT appreciating the enhanced effectiveness of in-class education. In sum, the study emphasises the need to support learners and teachers by providing instructions and strategies on how to organise learning and teaching. Moreover, schools, policy makers, and governmental authorities may need to provide ERT-tailored programmes and an infrastructure in terms of technical equipment to meet the requirements of education delivered in ERT and to realise effective language learning in virtual environments. Broadening the knowledge base concerning ERT in language teacher education, this study advises to address drawbacks of ERT and to take advantage of its opportunities.
Downloads
References
Alahmadi, N. S., & Alraddadi, B. M. (2020). The impact of virtual classes on second language interaction in the Saudi EFL context: A case study of Saudi undergraduate students. Arab World English Journal, 11(3), 56-72. DOI: https://doi.org/10.24093/awej/vol11no3.4
Al-Nofaie, H. (2020). Saudi University students' perceptions towards virtual education during Covid 19 pandemic: A case study on language learning via blackboard. Arab World English Journal, 11(3), 4-20. DOI: https://doi.org/10.24093/awej/vol11no3.1
Altavilla, J. (2020). How technology affects instruction for English learners. Phi Delta Kappan, 102(1), 18-23. DOI: https://doi.org/10.1177/0031721720956841
Atmojo, A. E. P., & Nugroho, A. (2020). EFL classes must go online! Teaching activities and challenges during Covid-19 pandemic in Indonesia. Register Journal, 13(1), 49-76. DOI: https://doi.org/10.18326/rgt.v13i1.49-76
Bilton-Ward, A. C. (1997). Virtual teaching: An educator's guide. CORD Communications.
Bozkurt, A., & Sharma, R. C. (2020). Emergency remote teaching in a time of global crisis due to coronavirus pandemic. Asian Journal of Distance Education, 15(1), i-vi. DOI: https://doi.org/10.5281/zenodo.3778083
Carlon, G. (2020). Digital learning in foreign language teacher training in higher education: A case study. Proceedings of ADVED 2020-6th International Conference on Advances in Education (pp. 234-242).International Organization Center Of Academic Research.
Carrillo, C., & Flores, M. A. (2020). Covid-19 and teacher education: A literature review of online teaching and learning practices. European Journal of Teacher Education, 43(4), 466-487. DOI: https://doi.org/10.1080/02619768.2020.1821184
Cohen, L., Mannion, L., & Morrison, K. (2007). Quantitative data analysis. Research methods in education (6th ed.). Routledge.
Corbin, J., & Strauss, A. (2008). Basics of Qualitative research: Techniques and procedures for developing grounded theory (3rd ed.). Sage Publications.
Crawford, J., Butler-Henderson, K., Rudolph, J., & Glowatz, M. (2020). Covid-19: 20 countries' higher education intra-period digital pedagogy responses. Journal of Applied Teaching and Learning, 3(1), 1-20. DOI: https://doi.org/10.37074/jalt.2020.3.1.7
Creswell, J. W., & Poth, C. N. (2016). Qualitative inquiry and research design: Choosing among five approaches. Sage publications.
Doncheva, L., Spasova, I., & Georgiev, M. (2020). Sports students' satisfaction with their foreign language studies during the outbreak of Covid-19. Pedagogy, 92(7s), 268-279. https://www.ceeol.com/search/article-detail?id=901745.
Egbert, J. (2020). The new normal?: A pandemic of task engagement in language learning. Foreign Language Annals, 53(2), 314-319. DOI: https://doi.org/10.1111/flan.12452
Gacs, A., Goertler, S., & Spasova, S. (2020). Planned online language education versus crisis-prompted online language teaching: Lessons for the future. Foreign Language Annals, 53(2), 380-392. DOI: https://doi.org/10.1111/flan.12460
Gedik, N., Kiraz, E., & Özden, M. Y. (2013). Design of a blended learning environment: Considerations and implementation issues. Australasian Journal of Educational Technology, 29(1), 1-19. DOI: https://doi.org/10.14742/ajet.6
Ghounane, N. (2020). Moodle or social networks: What alternative refuge is appropriate to Algerian EFL students to learn during Covid-19 pandemic? Arab World English Journal, 11(3), 21-41. DOI: https://doi.org/10.24093/awej/vol11no3.2
Guarte, J. M., & Barrios, E. B. (2007). Estimation under purposive sampling.Communications in Statistics-Simulation and Computation, 35(2), 277-284. DOI: https://doi.org/10.1080/03610910600591610
Guillén, G., Sawin, T., & Avineri, N. (2020). Zooming out of the crisis: Language and human collaboration. Foreign Language Annals, 53, 320-328. DOI: https://doi.org/10.1111/flan.12459
Hazaea, A. N., Bin-Hady, W. R. A., & Mekni Toujani, M. (2021). Emergency remote English language teaching in the Arab league countries: Challenges and remedies.Computer Assisted Language Learning Electronic Journal, 22(1), 207-229.
Hodges, C., Moore, S., Lockee, B., Trust, T., & Bond, A. (2020). The difference between emergency remote teaching and online learning. Educause Review, 27, 1-12.
Hristakieva, T. (2020). Kinezitherapy students' attitude to foreign language learning in pandemic conditions. Pedagogy, 92(7s), 252-259.
Huang, M., Shi, Y., & Yang, X. (2020). Emergency remote teaching of English as a foreign language during Covid-19: Perspectives from a university in China.International Journal of Educational Research and Innovation, 15, 400-418. DOI: https://doi.org/10.46661/ijeri.5351
Inpeng, S., & Nomnian, S. (2020). The use of Facebook in a TEFL program based on the TPACK framework. Language Education and Acquisition Research Network Journal, 13(2), 369-393.
Kumaravadivelu, B. (2006). Understanding language teaching. From method to postmethod. Lawrence Earlbaum. DOI: https://doi.org/10.4324/9781410615725
Mae-Toquero, C. (2021). Emergency remote education experiment amid Covid-19 pandemic in learning institutions in the Philippines.International Journal of Educational Research and Innovation, 15, 162-176. DOI: https://doi.org/10.46661/ijeri.5113
Masterson, M. (2020). An exploration of the potential role of digital technologies for promoting learning in foreign language classrooms: Lessons for a pandemic.International Journal of Emerging Technologies in Learning, 15(14), 83-96. DOI: https://doi.org/10.3991/ijet.v15i14.13297
McMahon, S. A, & Winch, P. J. (2018). Systematic debriefing after qualitative encounters: an essential analysis step in applied qualitative research. BMJ Glob Health, 3(5). DOI: https://doi.org/10.1136/bmjgh-2018-000837
Mideros, D. (2020). Out-of-class learning of Spanish during Covid-19: A case study in Trinidad and Tobago. Studies in Self-Access Learning Journal, 11(3), 199-219. DOI: https://doi.org/10.37237/110308
Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook (2nd ed.). Sage Publications.
Moorhouse, B. L., & Beaumont, A. M. (2020). Utilizing video conferencing software to teach young language learners in Hong Kong during the Covid-19 class suspensions. TESOL Journal, 11(3), e00545. DOI: https://doi.org/10.1002/tesj.545
Öztürk-Karataş, T., & Tuncer, H. (2020). Sustaining language skills development of pre-service EFL Teachers despite the Covid-19 interruption: A case of emergency distance education. Sustainability, 12(19), 8188. DOI: https://doi.org/10.3390/su12198188
Patton, M. Q. (2015). Qualitative research & evaluation methods (4th ed.). Sage.
Ross, A. F., & DiSalvo, M. L. (2020). Negotiating displacement, regaining community: The Harvard Language Center's response to the Covid-19 crisis. Foreign Language Annals, 53, 371-379. DOI: https://doi.org/10.1111/flan.12463
Russell, V. (2020). Language anxiety and the online learner. Foreign Language Annals, 53(2), 338-352. DOI: https://doi.org/10.1111/flan.12461
Seidman, I. (2006).Interviewing as qualitative research (3rd ed.). Teachers College Press.
Shahzad, S. K., Hussain, J., Sadaf, N., Sarwat, S., Ghani, U., & Saleem, R. (2020). Impact of virtual teaching on ESL learners' attitudes under Covid-19 circumstances at post graduate level in Pakistan. English Language Teaching, 13(9), 1-9. DOI: https://doi.org/10.5539/elt.v13n9p1
Spurrier, A., Aldeman, C., O'Neal Schiess, J., & Rotherham, A. J. (2020). Assessment and accountability in the wake of Covid-19. Bellwether Education Partners.
Svalina, V., & Ivić, V. (2020). Case study of a student with disabilities in a vocational school during the period of online virtual classes due to Covid-19. World Journal of Education, 10(4), 115-123. DOI: https://doi.org/10.5430/wje.v10n4p115
Syahrin, S., & Salih, A. A. (2020). An ESL online classroom experience in Oman during Covid-19. Arab World English Journal, 11(3), 42-55. DOI: https://doi.org/10.24093/awej/vol11no3.3
Taguchi, N. (2020). Digitally mediated remote learning of pragmatics. Foreign Language Annals, 53, 353-358. DOI: https://doi.org/10.1111/flan.12455
Torun, E. D. (2020). Online distance learning in higher education: E-learning readiness as a predictor of academic achievement. Open Praxis, 12(2), 191-208. DOI: https://doi.org/10.5944/openpraxis.12.2.1092
Uro, G., Lal, D., & Alsace, T. (2020). Supporting English learners in the Covid-19 crisis. Council of the Great City Schools.
World Health Organization (WHO). (2020, March 11). WHO Director-General's opening remarks at the media briefing on Covid-19. https://www.who.int/dg/speeches/detail/who-director-general-s-opening-remarks-at-the-media-briefing-on-covid-19-11-march-2020.
Yi, Y., & Jang, J. (2020). Envisioning possibilities amid the Covid-19 pandemic: Implications from English language teaching in South Korea. TESOL Journal, 11(3), e00543. DOI: https://doi.org/10.1002/tesj.543
Yin, R.K. (2003). Case study research: Design and methods (3rd ed.). Sage.
Copyright (c) 2021 National Research University Higher School of Economics
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors who publish with this journal agree to the Copyright Notice.
