ABSTRACT
Aim/Purpose This study attempts to provide a thorough review on online English Language Teaching (ELT) research in Indonesia during the COVID-19 pandemic, with the aim of presenting best practices of online ELT classes for the future blended or hybrid learning scenario. To operationalize the "best practices " of online learning, the Community of Inquiry framework was used as the guiding perspective. Background There is a dearth of research employing a systematic review of English Lan-guage Teaching ( "ELT ") practices in Indonesia carried out during the pandemic, with a view of synthesizing such practices. Such a review is deemed essential in order to provide a comprehensive description of good practices in online Eng-lish classes, such as in terms of integrating technology into the ELT virtual clas-ses, taking advantage of the experience gained from approximately more than two years of Emergency Remote Learning in the country. Methodology This study employed the Research Review methodology, with PRISMA (Pre-ferred Reporting Items for Systematic Review and Meta-Analysis) 2020 to guide the process. Database (Google Scholar and Scopus) search was conducted to find research articles in English on ELT during the pandemic in Indonesia, ex-cluding those that are conceptual in nature. The final list of 94 articles was then coded using the categories in the Community of Inquiry ( "CoI ") framework, namely, Teaching, Cognitive, and Social Presence. Inter-rater reliability was com-puted to assess the risk of bias of the two reviewers. The resulting data, in the form of pieces of "evidence " of the CoI categories, were tabulated and de-scribed. Contribution This research has contributed to providing a synthesis of online ELT teaching practice in Indonesia during the pandemic, specifically in describing the way teachers enacted the Teaching, Cognitive, and Social Presence online through the use of technology. This paper also describes how such deployment of technology should be accompanied by a selective choice of activities and explicit guidance from teachers, as well as teachers' supportive attitude. Consequently, this study is probably among the first to carry out a systematic review of emergency online ELT practice during the pandemic from the CoI perspective, ad-dressing a methodological gap of extant online ELT systematic review studies. Findings The results show that Teaching Presence constituted the highest number of pieces of evidence, with a caveat that the application of technology should be combined with clear instruction and task requirements. Next, Cognitive Presence needs to be fostered through activities that promote problem solving and critical thinking, such as online discussions, problem- or project-based learning, and self-reflection. Lastly, teachers need to make use of technologies to convey genuine concern for students and create a warm and friendly online environment as part of teaching activities that build Social Presence, although some affective expressions will need to be managed well to prevent some possible un-desirable effects. Recommendations for Practitioners English teachers in Indonesia, or elsewhere with a similar context to that in the country, can gain insights on the good practice of online learning in terms of teaching methods, media, platforms, assessments, etc. Besides, the online Eng-lish teaching practices can also inform pre- and in-service teacher education programs, so as to provide technology integration training that has already been tried and empirically tested. Recommendations for Researchers For future research, the seemingly fewer pieces of evidence found in Cognitive and Social Presence might be fertile ground for Indonesian ELT scholars to carry out research focusing on those aspects. Much research outside of Indonesia has been conducted around the theme of the application of CoI principles in online English classes, while only a few studies in this respect have been found in the Indonesian context. Impact on Society The findings of this study may help inform educational p licies with regards to blended/hybrid or restricted face-to-face meetings in schools. Future Research This paper has contributed to exemplifying the application of CoI framework as a tool of systematic review in research. Hence, in view of the impending blended, hybrid, or limited face-to-face learning, this type of CoI-framed sys-tematic review research can be replicated in the future to assess the effective-ness of such blended or hybrid teaching mode. Besides, future research could also inquire whether ELT teachers sustain the use of technology in the post -pandemic, on-site learning.
ABSTRACT
Abrupt changes in the mode of instruction due to the COVID-19 pandemic have caused teachers to experience different demands and situations in their jobs. These changes have brought about emotional experiences that teachers have to tackle. This study aimed to explore how teachers have been emotionally affected and have regulated their emotions during online teaching. Two EFL novice teachers participated in this study and were requested to elaborate their emotional experiences and emotional labor strategies through reflective journals and in-depth interviews. Findings reveal students’ misbehaviors, unequal distribution of resources, and time management, largely attributed to the teachers’ emotional labor. These experiences made teachers feel frustrated, angry, and sometimes anxious that they needed to control their emotions in the best interests of their students, classes, and well-being. To cope with these emotions, the teachers employed such emotional labor strategies as surface acting, deep acting, and genuine expressing to better manage their emotional labor. The findings imply the needs to build up awareness in the teacher education program to address issues related to teachers’ emotional labor and cater for the inquiry of emotional regulation strategies in the programs. © 2022 Language Institute, Thammasat University. All rights reserved.
ABSTRACT
This study aimed to investigate students‘ attitudes and anxiety levels, as well as their relations with students‘ Flipgrid speaking success (FgSS). Correlational study was conducted, 54 English Department students took part in speaking test and survey. Students showed positive attitude and low anxiety. Both psychological factors had high correlation to FgSS and FgSS-anxio-usness had stronger correlation (r =-0.810, very strong) than FgSS-attitude (r = 0.642, strong). © 2022, Vilnius Pedagogical University. All rights reserved.
ABSTRACT
The Coronavirus disease (COVID-19) pandemic outbreak in the Indonesians nowadays, the public education department established the policy of the online education system to all education levels. Most educators employ an online flipped learning method to support the policy. Research aimed to measure the effect of online based-flipped classroom learning between using Microsoft Team and WhatsApp and student engagement on reading comprehension skills. The research approach was a quasi-experimental model with a 2 x 3 factorial pre-test-post-test non-equivalent control group design. The sample of this investigation was early period undergraduates of the management economics study program. Data analysis employed a two-way ANOVA test. The result confirmed that the online flipped learning scheme using Microsoft Team was better than WhatsApp in improving student engagement and reading comprehension skills. We advise English lecturers to apply better online media services, pay attention to the completeness of the learning features and train their competence in implementing distance learning to use compatible synchronous flipped classroom teaching based on internet technologies. © 2021 The Author(s). Open Access - This article is under the CC BY license (https://creativecommons.org/licenses/by/4.0/).