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1.
RELC Journal ; 54(1):114-128, 2023.
Article in English | Academic Search Complete | ID: covidwho-2272800

ABSTRACT

Interaction is seen by many English language teachers and scholars as an essential part of face-to-face English language classrooms. Teachers require specific competencies to effectively use interaction as a tool for mediating and assisting learning. These can be referred to as classroom interactional competence (CIC). However, the situation created by the ongoing global COVID-19 pandemic which began in early 2020, and the recent advancement in technologies have led to teachers conducting synchronous online lessons through video-conferencing software. The online environment is distinctly different from the face-to-face classroom and teachers require new and additional skills to effectively utilise interaction online in real time. This exploratory study used an online mixed-method survey of 75 university level English language teachers who had engaged in synchronous online teaching due to COVID-19, to explore the competencies that teachers need to use interaction as a tool to mediate and assist language learning in synchronous online lessons. Teachers were found to require three competencies, in addition to their CIC – technological competencies, online environment management competencies, and online teacher interactional competencies – which together constitute e-CIC. The findings provide greater insights into the needs of teachers required to teach synchronously online and will be of interest to teachers and teacher educators. [ABSTRACT FROM AUTHOR] Copyright of RELC Journal is the property of Sage Publications, Ltd. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

2.
Journal of Computers in Education ; 2021.
Article in English | PMC | ID: covidwho-1312329

ABSTRACT

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.

3.
RELC Journal ; : 00336882211053052, 2021.
Article in English | Sage | ID: covidwho-1480330

ABSTRACT

The global pandemic caused by the COVID-19 virus has had a disruptive and profound impact on English-language teaching. To reduce the spread of the virus, teachers and learners had to suspend in-person teaching and learning. This led to the widespread adoption of synchronous and asynchronous online teaching. Obviously, this period has led to immense challenges for teachers and students alike, but it has also provided a unique opportunity to understand the potential affordances of online teaching in English-language teaching. This study, a systematic thematic review of empirical studies pertaining to English-language teaching and the COVID-19 pandemic, identifies and analyses the key knowledge generated by the English-language-teaching community during the pandemic. It ends with a discussion of the lessons learned from the pandemic and suggests potential areas for further research.

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System ; : 102653, 2021.
Article in English | ScienceDirect | ID: covidwho-1433831

ABSTRACT

Hong Kong was one of the first public school systems in the world to shift to online learning in response to the COVID-19 pandemic. Primary and secondary school language teachers had to adapt instruction to cater to their students' diverse linguistic and educational needs. Drawing from the European Framework for the Digital Competence of Educators (DCE), the current study examines the experiences of primary and secondary school English language teachers’ digital competence as they navigated digital resources, teaching and learning, assessment, and empowering learners in an emergency remote teaching context. Using a two-stage design, this study drew from qualitative survey data (N = 73) and follow-up interviews (N = 10). Findings illuminate how language teachers responded to their students' educational and linguistic needs in online environments. Notably, educators adapted their virtual instruction to cater to students with varying English language proficiency levels and leveraged both synchronous and asynchronous platforms to best support student learning. Moreover, the current study sheds light on how the DCE framework might be used as a tool to assess the digital competencies of educators and better prepare them for virtual teaching. It ends with a call for more research on emergency remote teaching, particularly within primary and secondary language classrooms.

6.
Educational Studies ; : 1-17, 2021.
Article in English | Taylor & Francis | ID: covidwho-1347982
8.
Open Learning: The Journal of Open, Distance and e-Learning ; : 1-14, 2021.
Article in English | Taylor & Francis | ID: covidwho-1152965
9.
RELC Journal ; : 0033688220985274, 2021.
Article in English | Sage | ID: covidwho-1093918

ABSTRACT

Interaction is seen by many English language teachers and scholars as an essential part of face-to-face English language classrooms. Teachers require specific competencies to effectively use interaction as a tool for mediating and assisting learning. These can be referred to as classroom interactional competence (CIC). However, the situation created by the ongoing global COVID-19 pandemic which began in early 2020, and the recent advancement in technologies have led to teachers conducting synchronous online lessons through video-conferencing software. The online environment is distinctly different from the face-to-face classroom and teachers require new and additional skills to effectively utilise interaction online in real time. This exploratory study used an online mixed-method survey of 75 university level English language teachers who had engaged in synchronous online teaching due to COVID-19, to explore the competencies that teachers need to use interaction as a tool to mediate and assist language learning in synchronous online lessons. Teachers were found to require three competencies, in addition to their CIC ? technological competencies, online environment management competencies, and online teacher interactional competencies ? which together constitute e-CIC. The findings provide greater insights into the needs of teachers required to teach synchronously online and will be of interest to teachers and teacher educators.

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Journal of Loss and Trauma ; : No Pagination Specified, 2020.
Article | APA PsycInfo | ID: covidwho-833023

ABSTRACT

Teachers in Hong Kong endured an unprecedented 2019-2020 school year with widespread civil unrest followed by the COVID-19 pandemic. These events placed a great deal of stress on teachers as they navigated them with students in face-to-face and virtual environments. The current study examines how social uncertainty impacted ten primary and secondary school teachers in Hong Kong through semi-structured interviews. Findings indicated that the challenging events strengthened teacher motivation as they demonstrated greater commitment to teaching, a strong desire to journey with students through hardship, and a motivation to equip students with tools to navigate uncertain circumstances in the future. (PsycInfo Database Record (c) 2020 APA, all rights reserved)

12.
Non-conventional in English | WHO COVID | ID: covidwho-60367

ABSTRACT

This report describes the adaptations made to one initial teacher education course at a Hong Kong university designed for face-to-face instruction that was required to be delivered exclusively on-l...

13.
Non-conventional | WHO COVID | ID: covidwho-736302

ABSTRACT

Events caused by the COVID-19 pandemic have required second language (L2) educators to move away from face-to-face (F2F) lessons and adopt online teaching. Educators have utilized a range of online synchronous meeting tools (SMTs) to facilitate student learning. One of the popular, immersive and easy-to-use SMTs these days is Zoom. It includes several features, such as annotation tools, polls, breakout rooms and video and screen sharing. These functions facilitate communicative language learning through the use of authentic language instruction in interactive synchronous classes.

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