Debriefing in Online Primary ESL Classrooms During the COVID-19 Pandemic: A Case Study

—The meaningfulness of the current educational landscape, where online learning is heavily practised, is often questioned. Experiential learning focuses on the learning process that learners undergo. It is beli eved to help them to make sense of the learning process through active participation and meaningful reflective practice. Debriefing is an experiential learning strategy that requires learners to reflect on their learning experiences and connect them to real-life situations. However, only a limited number of studies have investigated the use of debriefing in the English language teaching and learning context. To this end, this case study aimed to explore the effects of debriefing in online ESL classrooms and the challenges of online debriefing. The case study was conducted in Bintulu, a town in the Malaysian state of Sarawak, and involved two teachers who were actively conducting online ESL lessons during the COVID-19 pandemic. Data collection was conducted through in-depth interviews and observations of recorded online ESL lessons with a focus on the debriefing sessions. The findings indicated that debriefing has positive effects on active English language learners as it helps to improve their critical thinking ability as well as their oral and written language proficiency. The challenges of debriefing in online ESL classrooms include learners being hesitant to talk during lessons, teachers facing difficulties in using appropriate debriefing questions, as well as various technical problems. © 2023 ACADEMY PUBLICATION.

Perceptions of Postgraduates Majoring in English Education on Speaking Assessment Module for Online Distance Learning (ODL)

—Assessment of speaking skills differs from other language skills. The methods of conducting speaking skills are included in the English Assessment Module developed by the researchers from the National University of Malaysia (UKM). The module is designed to cater postgraduates (adult learners) through Online Distance Learning (ODL) program. ODL has become essential in education setting for adult learners as they could manage their learning whilst juggling their career and personal commitments. The covid-19 pandemic has become the starting point for postgraduates to conduct the course remotely according to their preferences of learning. The revolution of education allows adult learners to pursue their Masters. The module includes various types of English language assessments in the context of speaking English as a Second Language (ESL). Hence, eight adult learners were interviewed to give their perceptions towards this newly designed module. This qualitative research method employed a set of semi-structured interview questions and open-ended questions via Google Meet. The findings showed that English Assessment Module;Speaking Assessment is well equipped with comprehensive information and guidelines on how the speaking assessments should be conducted in ESL context. Generally, the findings indicate that the English Assessment Module;Speaking Assessment is suitable for ODL postgraduates (adult learners). This paper also includes the participants' suggestions to further improve the module. The findings could benefit the online distance course designers in designing better module for adult learners and enable the learners to learn effectively at their own convenience. © 2023 ACADEMY PUBLICATION.

Working with Data in Adult English Classrooms: Lessons Learned about Communicative Justice during the COVID-19 Pandemic.

Throughout COVID-19, health officials have relied on data visualizations to communicate urgent messages about the spread of the virus and preventative measures. Relatively few efforts have employed participatory engagement with communities who have experienced a disproportionate burden of COVID-19 illness to shape these communications. Sociologist W.E.B. Du Bois viewed data visualization as an approach to changing the way people think about themselves. This paper describes a community-engaged approach to data literacy skill-building with bilingual Latina learners in an adult English program in Northern California, Bay Area. The curriculum combines data visualization activities with language instruction and preventive health themes. Early work on COVID-19 in 2020-21 emphasized improving health knowledge and message interpretation but later shifted to a critical data literacy perspective, focusing on myth-busting, improving risk messaging in their own social networks, and supporting learners to see the power of their own experiences in data story-telling processes. This pedagogical approach, guided by Charles Brigg's idea of communicative justice priorities, locates adult learners' data visualization work as part of a broader effort to be included in the perspectives that shape knowledge production in today's healthcare system. This approach can be used to examine disparities in information access in linguistically minoritized communities and guide future education interventions.

Instructor's Written Feedback in Emergency Remote Teaching: EFL Learners' Perspectives

Dil eǧitiminde öǧretmenin geri bildirimi, öǧrencilere bireyselleştirilmiş ilgi saǧladıǧından oldukça deǧerli kabul edilir. Uzaktan eǧitimde öǧrenciler ve öǧretmen arasında kişisel etkileşim yokluǧu hesaba katıldıǧında, öǧretmen tarafından saǧlanan geri bildirimlerin yüz yüze eǧitime göre daha önemli bir rol oynaması beklenir. Çünkü bu geri bildirimler sadece öǧrencilerin performansının artmasına yardımcı olmakla kalmaz, öǧrenciler ve öǧretmen arasında güçlü bir ilişki kurmak için de araç görevi görür. Buna dayanarak, vaka çalışması olarak tasarlan bu makalede, üniversite düzeyinde yabancı dil olarak Íngilizce öǧrenen öǧrencilerin, acil uzaktan öǧretimde üniversitenin uzaktan eǧitim platformundaki yazı ödevlerine öǧretmenleri tarafından saǧlanan yazılı geri bildirimlere ilişkin bakış açıları ortaya konulmaya çalışılmıştır. Veriler, sekiz Íngilizce hazırlık sınıfı öǧrencisi ile yapılan görüşmeler ve öǧretmenin araştırma günlüǧüyle toplanmıştır. Elde edilen veriler tematik olarak analiz edilmiştir. Bulgular, öǧrencilerin yazılı geri bildirimler hakkında olumlu görüşlere sahip olduǧunu göstermiştir. Öǧrenciler, öǧretmen tarafından saǧlanan geri bildirimlerin kişiler arası bir yönü olduǧunu, onlara duyuşsal destek verdiǧini ve hedef dilde gelişmelerine yardımcı olduǧunu ifade etmişlerdir. Ayrıca üniversitenin çevrim içi uzaktan eǧitim platformunun geri bildirim vermek için kullanılması, öǧrencilere geri bildirim belgelerine istedikleri zaman ulaşma fırsatı sunması nedeniyle yararlı bulunmuştur. Çalışmanın sonuçları dil öǧretmenlerinin yazılı geri bildirim verme yöntemlerine ilişkin yeni bakış açıları saǧlayabilir.Alternate :In language education, instructor's feedback is considered to be of high value as it provides learners with individualized attention. Regarding the absence of personal interaction between learners and instructors in remote teaching, it is expected that instructor's feedback plays a more significant role compared to the case in face-to-face education because it does not only help to increase learners' performance in the target language and but it also serves as a tool in building a strong relationship between learners and instructor. Based on this, the present paper which was designed as a case study attempted to reveal university level English as a foreign language (EFL) learners' perspectives on written feedback given by their instructor on their writing assignments on the distance education platform of the university in emergency remote teaching. The data were collected through interviews conducted with eight English preparatory class students and the instructor's research diary. Thematic analysis was carried out on the collected data. The findings showed the interviewees had positive viewpoints about the instructor's written feedback. They stated that the instructor's feedback had an interpersonal side, gave them affective support and helped them improve in the target language. Moreover, the use of online distance education platform for giving feedback was found to be useful by the interviewees in that it provided the learners with the opportunity to have access to the feedback documents whenever they wanted. The results may imply new insights into the way foreign language instructors give written feedback.

Providing Support for Middle School English Learners During Remote Learning

The authors offer a creative solution to help engage and meet the needs unique to English learners during remote learning. Voice recorders are introduced as a low-tech, versatile, and valuable tool that can be used in a variety of ways both in and out of the classroom.

Digital Drama Technique in English as a Foreign Language Teaching and Learning: From Viewers' and Actors' Perspectives

Purpose: Due to the emergence of COVID -19, the transition from offline to online teaching also changes how drama techniques work. Specifically, the digital drama technique was used to teach English, when regular classes were almost impossible. There seems to be very little, if any, research on digital drama techniques, especially in the Vietnamese context. Consequently, this study examines how the digital drama technique affects Vietnamese students learning English as a foreign language (EFL). Additionally, the differences and similarities between teachers' and students' perceptions of the technique's impact are examined. Methodology: The study used a quantitative approach. A survey was used to collect data from 1207 students and 69 teachers. Findings: The survey revealed that the technique was helpful for EFL students' learning. The participants mostly perceived the positive impacts of the technique. However, differences in perception between teacher and student were discovered. The students considered it beneficial for improving their writing and reading skills while teachers perceived this technique as helpful in exploring new creative ideas. Practical implications: The technique was approved as useful for language teaching and learning. English teachers are encouraged to use this technique in their teaching in practice. Contribution to literature: The study becomes a good source for further research to build a more profound theoretical framework. More researchable ideas related to this unique online teaching technique are suggested to enrich the literature in this field.

ERT-Based EFL Instruction and Assessment: Student Reflections on L2 Skill Development

This paper presents a reflective account of tertiary level Turkish learners of English language about their emergency remote learning experiences amid Covid-19 pandemic. The participants of this case study were the preparatory year students of the English Language and Literature undergraduate programme at Iğdır University in two successive years, covering the second half of the 2019 - 2020 spring semester and the entire 2020 - 2021 academic year. In an online survey form of open-ended questions, the students were asked to reflect on their experiences during the instruction and assessment processes of pandemic-driven Emergency Remote Teaching (ERT) with a specific focus on the development of foreign language skills. Student answers were coded through thematic analysis, and the main themes and categories were determined. The findings indicated both the affordances and shortcomings of ERT. Reflecting on their performance in the instruction and assessment practices, the students reported improvement in all language skill areas to varying extents, most effectively in writing, along with challenges, especially in the development of oral skills (speaking and listening) and in the assessment of productive skills (writing and speaking). The reasons are discussed in the light of available literature, and implications for future experiences are provided.

Effects of the Coronavirus Pandemic on Undergraduate EFL Students in Kosovo

As most of the industries in the world, the education industry has also been impacted by the COVID-19 virus. The transition to online learning was the most expedient solution to continue education, particularly in tertiary education. Students, especially those learning English as a Foreign Language (EFL), have felt the effects of the pandemic. This study seeks to better understand the effects of the coronavirus pandemic on a group of university-level EFL students engaged in e-learning for the first time. It aims to investigate the challenges faced by undergraduate students who took online EFL courses during the academic year 2020/2021. For the purposes of this study, both "Kadri Zeka” University in Gjilan and Universum College in Prishtina, Kosovo, were used as base examples of institutions affected. A mixed method was applied in this study using two instruments: an online questionnaire with students and a semi-structured interview with English professors of the above-mentioned higher education institutions. The questionnaire was sent online to 200 students and a total of 105 students answered while the interview with 9 English professors was conducted in-person. The results obtained were analyzed using descriptive analysis. The results indicate that online lectures were not the best for EFL learning, and students did not accomplish the desired results in language learning performances. Furthermore, students did not have positive feelings with regard to learning English online and faced several challenges during the online learning period.

English language learner teacher support changes during the COVID-19 pandemic

Before the COVID-19 pandemic, ELL teachers focused their culturally responsive instruction and supports through creating meaning, promoting academic and social success, and empowering students and families. In 2020, the COVID-19 pandemic affected almost all countries and more than 50 million people around the world. The purpose of this study was to investigate how ELL teachers' support for students in a southeastern school district, IISD, changed during the COVID-19 pandemic and ELL teachers' perceptions of how this change may have impacted ELLs during the COVID-19 pandemic. This qualitative, basic interpretive design using a questionnaire provided me with opportunities to examine how ELL teachers' support for ELLs. I sent the questionnaire to 41 ELL teachers who were representatives of 30 elementary, middle, and high schools. The responses from the eight participants highlighted the ELL supports' impact during the COVID-19 pandemic. I discovered several consistent themes of the ELL teachers' supports that existed before the COVID-19 pandemic in the areas of student, family, and staff support, as well as community and stakeholder engagement. Additionally, I discovered the ELL teachers' perceptions were divided between two groups of those who felt that nothing changed due to the COVID-19 pandemic and those who felt the opposite, being more involved with supports increasing during the COVID-19 pandemic. . (PsycInfo Database Record (c) 2023 APA, all rights reserved)

A Flipped-Based WebQuest Model as an Alternative Proposal for Students of English as a Foreign Language in the COVID-19 Era

To find alternative strategies to create meaningful learning for their students during COVID-19, teachers resorted to using digital tools. This paper aims at investigating the impact of the Flipped-Based WebQuest (FWQ) model on the improvement of English L2 writing competence among sixty-nine secondary education English as a Foreign Language (EFL) students in Egypt. The study adopted a quasi-experimental design with quantitative tools. Two groups of students were selected: a control group studying in the traditional way (face-to-face) and an experimental group learning English through FWQ. A pretest was used to assess students' L2 writing competence in both groups. After the intervention, a posttest was conducted to explore students' L2 writing skills gains in both groups. Additionally, a pre/post-anxiety questionnaire was used to check the effect of FWQ on decreasing L2 writing anxiety. The findings revealed that the FWQ model is effective in teaching English L2 writing skills and decreasing students' English L2 anxiety.

Perceptions of Postgraduates Majoring in English Education on Speaking Assessment Module for Online Distance Learning (ODL)

[...]eight adult learners were interviewed to give their perceptions towards this newly designed module. [...]language learners of English (ESL) often faced difficulties in speaking skills, thus, they could not perform well in speaking assessment. A. Underpinning Theory The Speaking Assessment Module was developed for adult learners to experience learning remotely via the online distance learning approach (ODL). Since the module is designed for adult learners, it is equipped with teaching and learning materials based on andragogy learning theory. [...]online distance learning (ODL) has become a learning option for Malaysians.

Teachers' Perspectives of the Sudden Shift Towards Online Learning: Challenges and Future Lessons

Traditionally, teaching math using English as a foreign language creates many challenges because learners may not have yet acquired the skills they need to understand the lesson. The study aimed to identify the challenges faced by teachers of math in English when course instruction shifted to online because of the COVID-19 pandemic. Also, the study presents three essential lessons from this experience from the teachers' perspectives. During the COVID-19 outbreak, all schools abruptly switched to Online Education. Most participants in the study had never done online teaching before the pandemic and were unfamiliar with using technology. The researchers used a mixed methods approach, incorporating the following two ways of gathering data: a questionnaire and face-to-face semi-structured interviews. The questionnaire consisted of two parts: (1) English language challenges and (2) access to technology. The questionnaire was administered to a sample of 50 female teachers, followed by structured interviews. The interview consisted of one question about the most important lessons learned, and the data were analysed using SPSS Statistics. The findings indicated that the English language and a lack of technology constituted obstacles for teachers. According to the participants, they identified three future lessons. The researchers provide recommendations to teachers, students, and governments.

Debriefing in Online Primary ESL Classrooms During the COVID-19 Pandemic: A Case Study

The meaningfulness of the current educational landscape, where online learning is heavily practised, is often questioned. Experiential learning focuses on the learning process that learners undergo. It is believed to help them to make sense of the learning process through active participation and meaningful reflective practice. Debriefing is an experiential learning strategy that requires learners to reflect on their learning experiences and connect them to real-life situations. However, only a limited number of studies have investigated the use of debriefing in the English language teaching and learning context. To this end, this case study aimed to explore the effects of debriefing in online ESL classrooms and the challenges of online debriefing. The case study was conducted in Bintulu, a town in the Malaysian state of Sarawak, and involved two teachers who were actively conducting online ESL lessons during the COVID-19 pandemic. Data collection was conducted through in-depth interviews and observations of recorded online ESL lessons with a focus on the debriefing sessions. The findings indicated that debriefing has positive effects on active English language learners as it helps to improve their critical thinking ability as well as their oral and written language proficiency. The challenges of debriefing in online ESL classrooms include learners being hesitant to talk during lessons, teachers facing difficulties in using appropriate debriefing questions, as well as various technical problems.

Every cloud has a silver lining: The experience of online learning in English language classes at Saudi universities in the post-COVID-19 era

This study investigates the perceptions of 149 English language students about online language learning at a state university in Saudi Arabia and how this experience has prepared them to continue online learning in post-pandemic times. It also investigates any differences in students' attainment of the four language skills of reading, listening, writing, and speaking with respect to the online learning experience. Data were collected using a questionnaire with close-ended items with each item having an open-ended query. The findings of the study indicate that, overall, the students had positive attitudes toward learning English online whether during the pandemic or after it is over. However, their views differed regarding the acquisition of the four language skills;learning the receptive skills of reading and listening online was perceived positively, while learning the productive skills of writing and speaking online was perceived negatively as a result of the online learning mode. The study concludes that more advanced technical features are needed to be introduced onto online learning platforms for more effective learning outcomes and that the current platforms at universities fall somewhat short of the English language students' needs.

Key Success Factors in an Online English Learning Environment From Tertiary Learners' Perspectives

During the COVID-19 crisis, universities worldwide were forced to shift from face-to-face instruction to online instruction. This shift exposes learners to challenges they have never encountered, and numerous studies have revealed a variety of barriers preventing learners from achieving learning goals in an online learning environment. Accordingly, there is an increasing need to understand the factors that contribute to learner success. This study therefore analyzed the key success factors that could assist learners in learning more efficiently in an online learning environment. The participants of this study were 105 Thai learners who were in their second year of an undergraduate degree. To reach the objective of this study, two distinct data collection procedures were used: a questionnaire for learners to identify the factors effecting learners' success in an online course and a focus group interview. The result indicated that teacher support, interaction during learning, and technological support are all critical for the success in online learning.

Investigating the teacher’s perceptions of classroom management and teaching self-efficacy during Covid-19 pandemic in the online EFL courses

During the coronavirus pandemic, online education continued to expand across varied educational factors. Therefore, the teachers had to develop and change some of the strategies used in their classes previously. Online classroom management is a synchronous-based online learning environment in education that is worthwhile to modify. For this purpose, the current study sought to understand the perceptions of classroom management and teaching self-efficacy by Iranian EFL teachers during the Covid-19 pandemic. Concerning sampling, 100 male and female English teachers constituted the study sample. Data were collected via Online Teaching Self–Efficacy Inventory questionnaire through different online platforms. The findings reflected that EFL teachers could select appropriate classroom management during online and face-to-face classes. In addition, the teachers had a positive attitude toward managing the classroom during the Covid-19 pandemic. The implications of this study may open up new perspectives into successful pedagogy for, teachers and students in outbreak days.

Evaluating the poison prevention and medicine safety program for English as a Second Language (ESL) instructors and students

Background: English as a Second Language (ESL) classes provide an ideal environment to provide health education and collaboration. The PCC developed a Poison Prevention and Medicine Safety Program for ESL Instructors and Students. Each lesson promotes skills-based learning along with literacy development based on goals and measurable objectives. The lessons incorporated PCC-related vocabulary words, role playing (calling the PCC, asking questions about medicines), word development activities, and using PCC materials. Discussion sections provided an opportunity for the students to familiarize themselves with the PCC materials and content. Guided comprehension questions and answers illustrated the teaching material and objectives for the lesson. Although initially in-person, due to the COVID-19 outbreak, ESL classes were moved to remote formats. As a result, the PCC ESL Program was also formatted in an electronic version. Our goals were to learn how the program was utilized, the comfort of the participants with the material, and the perceived interest and comfort of participants with the curriculum. Method(s): One-hour webinar training sessions for ESL instructors were offered to present the program components. ESL instructors throughout the PCC catchment area were invited to participate via email. After the training session, each participant was emailed the electronic version of the program and instructor's guide to use for teaching online classes. Participants were able to request the manual if needed for in-person teaching. Follow-up surveys were sent via email 1 month after each training using Survey Gizmo. The participants were asked to rate program content, PCC materials, and student reactions to the topics. Three email attempts were made to complete the follow-up survey. Result(s): Between September 2021 and January 2022, 10 training sessions were provided to a total of 154 participants. Follow-up surveys were collected from training participants in October 2020, January, June, and November 2021, and February 2022. A total of 61 participants completed 80 follow-up surveys (12 participants completed more than one survey). Of the 61 participants, 29 surveys (completed by 20 participants) reported using the PCC ESL program. Most (26;90%) used the content online, two in person and one used it with another lesson. The activity sheets used most often were role playing activities: Calling the PCC (21/22;95%) and Asking Questions about Medicines (14/22;64%). Most responses rated the brochures (16/29;55%), fact sheets (17/29;59%) and instructor's guide (20/29;69%) as "very helpful." All responses (23/23;100% indicated they were "comfortable" or "very comfortable" presenting the material. Participants that felt most of students they taught would be either "extremely" or "somewhat comfortable" (22/29;76%) calling the PCC after the lessons. It was also reported that students were more interested in the topic of medicine safety (23/29;79%) compared to poison prevention (18/26;69%). All responses (29;100%) indicated they would recommend the PCC program to other ESL instructors. Conclusion(s): Offering a PCC ESL program focusing on poison prevention and medicine safety combines authentic learning with health information. Follow-up surveys showed that participants were comfortable presenting the content and would recommend the program. Future steps include an evaluation of the training once classes are fully back to in-person.

Chinese EFL Learners' Attitudes Towards Smartphone-Based Reading

-Reading through mobile phones is increasingly popularized worldwide, particularly among young adults. However, few researchers investigate EFL learners' attitudes towards smartphone-based reading. The present research conducted a questionnaire survey to explore EFL learners' perceptions and beliefs by integrating the reading attitude model with the technology acceptance model UTAUT2. One hundred ninety-two participants responded to the questionnaire. The statistical data analysis, including t-tests and analysis of variance (ANOVA), indicated that Chinese EFL learners were generally positive in smartphone-based reading. Although they did not show keen feelings about it or form a habit of using the smartphone for EFL reading, they could perceive its usefulness and ease of use and positively believed in its future use in EFL reading. Additionally, gender differences did not impact EFL learners' overall attitudes. Still, participants' interest in English and experiences in mobile reading did suggest positive influences on their attitudes towards reading through the phone. Finally, the implications of the results and pedagogical practice of smartphone use in EFL reading are discussed.

The Effect of Virtual Classes on Promoting Saudi EFL Students' Autonomous Learning

-The current study aims to explore the effect of virtual classes on promoting autonomous learning of Saudi EFL students in the PYP Year Program (PYP). Data were collected through an online questionnaire and semi-structured interviews. Two hundred eighty female undergraduate Saudi students in the PYP completed the questionnaire voluntarily. Fifteen English language instructors voluntarily agreed to be interviewed. The result of the study indicated that 64% of students demonstrated a high level of autonomous learning in virtual EFL classes. However, 36% of students showed an average level of autonomous learning in doing assignments, self-motivation, accelerating learning, and willingness to learn. Furthermore, the results show that students' level of autonomy in virtual classes depends on factors such as lack of motivation, constructive feedback, and students' educational culture. Additionally, the study provides some guidelines to help instructors implement autonomous learning in EFL virtual classes. Pedagogical implications and suggestions for further research are provided.