EFL Students’ Perception of Emergency Remote Learning: Associations with Teachers’ Behavior, Teaching Content, Learning Process and Learning Achievements
Authors: 
Fang He, Shu ZhangAuthors Info & Claims
Pages 197 - 203
Abstract
The COVID-19 pandemic requires EFL teachers to take charge of emergency remote teaching shortly. Understanding students’ perception of the online teaching and learning could help instructors optimize the virtual EFL lecture planning. This study aimed to probe how learners would reflect towards the EFL online teaching and learning in terms of teachers’ behavior, teaching content, learning process, and learning outcomes. An online questionnaire was framed and issued to 1108 year 1 and year 2 non-English majors in a university located in the southern part of China. Data were collected and coded via thematic analysis. Conclusions indicated that a) a sense of belonging to the online learning community played a key role for the students to perform positively; b) virtual EFL learning and teaching could be even more successful when the differences between face-to-face interaction and e-classroom interaction were taken into consideration; c) curiosity-arousing learning activities were conducive to learners’ further autonomous online learning; d) motivational teaching design could enhance study when students enjoy the online learning achievements.
References
[1]
Nuere, S. and Miguel, L. D. 2020. The Digital/Technological Connection with COVID-19: An Unprecedented Challenge in University Teaching. Technology, Knowledge, and Learning, 4.
[2]
Hill, N. S. and Wouters, K. 2010. Comparing apples and oranges: Toward a typology for assessing e-learning effectiveness. Research in Personnel & Human Resources Management, 29, 201-242.
[3]
Biwer, F., Wiradhany, W., Egbrink, M. O., Hospers, H. and Bruin, A. D. 2021. Changes and Adaptations: How University Students Self-Regulate Their Online Learning During the COVID-19 Pandemic. Frontiers in Psychology, 12, 642593.
[4]
Dillon, C. and Greene, B. 2003. Learner differences in distance learning: Finding differences that matter.
[5]
Garrison, D. R. 2003. Self-directed learning and distance education.
[6]
Kamarianos, I., Adamopoulou, A., Lambropoulos, H. and Stamelos, G. 2020. Towards an Understanding of University Studetns' Response in Times of Pandemic Crisis COVID-19.
[7]
I, C., Koomson, C. K., Hanson, D., Koomson, C. and Hanson, C. K. 2020. The Impact of COVID-19 on Learning - The Perspective of the Ghanaian Student.
[8]
Shah, S., Diwan, S., Kohan, L., Rosenblum, D. and Provenzano, D. A. 2020. The Technological Impact of COVID-19 on the Future of Education and Health Care Delivery. Pain physician, 23, 4S, S367-S380.
[9]
Vaterlaus, J. M., Shaffer, T. and Pulsipher, L. 2021. College student interpersonal and institutional relationships during the COVID-19 pandemic: A qualitative exploratory study. The Social Science Journal .
[10]
Vladova, G., Ullrich, A., Bender, B. and Gronau, N. 2021. Students' Acceptance of Technology-Mediated Teaching – How It Was Influenced During the COVID-19 Pandemic in 2020: A Study From Germany. Frontiers in Psychology, 12.
[11]
Al-Qahtani, A. and Higgins, S. E. 2013. Effects of traditional, blended and e-learning on students' achievement in higher education. Journal of Computer Assisted Learning, 29, 3, 220-234.
[12]
Becker, K., Newton, C. and Sawang, S. 2013. A learner perspective on barriers to e-learning. Australian Journal of Adult Learning, 53, 2, 35-57.
[13]
Brown, L., Murphy, E. and Wade, V. 2006. Corporate eLearning: Human resource development implications for large and small organizations. Human Resource Development International, 9, 3.
[14]
Hodges, C. B., Moore, S., Lockee, B. B., Trust, T. and Bond, A. 2020. The Difference Between Emergency Remote Teaching and Online Learning.
[15]
Berge, Z. L. and Giles, L. 2008. Implementing and Sustaining E-Learning in the Workplace. International Journal of Web-Based Learning and Teaching Technologies (IJWLTT), 3, 64-75.
[16]
Davis, R. and Wong, D. 2010. Conceptualizing and Measuring the Optimal Experience of the eLearning Environment. Decision Sciences Journal of Innovative Education, 5, 1.
[17]
Derouin, R. E., Fritzsche, B. A. and Salas, E. 2005. E-Learning in Organizations. Journal of Management, 31, 6, 920-940.
[18]
Son, C., Hegde, S., Smith, A., Wang, X. and Sasangohar, F. 2020. Effects of COVID-19 on College Students Mental Health in the US: Interview-survey Study. Journal of Medical Internet Research, 22, 9, e21279.
[19]
Hsu, H. C. K., Wang, C. V. and Levesque-Bristol, C. 2019. Reexamining the impact of self-determination theory on learning outcomes in the online learning environment. Education & Information Technologies .
[20]
Means, B., Bakia, M. and Murphy, R. 2014. Learning Online: What Research Tells Us About Whether, When and How.
[21]
An, Z., Wang, C., Li, S., Gan, Z. and Li, H. 2021. Technology-Assisted Self-Regulated English Language Learning: Associations With English Language Self-Efficacy, English Enjoyment, and Learning Outcomes. Frontiers in Psychology, 11.
[22]
Mcmanus, K. and Marsden, E.2017. Online and Offline Effects of L1 Practice in L2 Grammar Learning. Studies in Second Language Acquisition, 1-17.
[23]
Tudini, & Vincenza. 2013. Form-focused social repertoires in an online language learning partnership. Journal of Pragmatics, 50, 1, 187-202.
[24]
Müller-Spitzer, C., Domínguez, M., Curcio, M. N., Dias, I. M. S. and Wolf Er, S. 2018. Correct Hypotheses and Careful Reading Are Essential: Results of an Observational Study on Learners Using Online Language Resources. Lexikos, 28, 1, 287-315.
[25]
Reinhardt, J. 2018. Social media in second and foreign language teaching and learning: Blogs, wikis, and social networking. Language Teaching, 52, 1.
[26]
Bai, B. and Wang, J. 2020. The role of growth mindset, self-efficacy and intrinsic value in self-regulated learning and English language learning achievements. Language Teaching Research, 136216882093319.
[27]
Moorhouse, B. L., Li, Y. and Walsh, S. 2021. E-Classroom Interactional Competencies: Mediating and Assisting Language Learning During Synchronous Online Lessons. RELC Journal, 1.
[28]
Hennebry-Leung, M. and Hu, A. X. 2020. Examining the role of the learner and the teacher in language learning motivation. Language Teaching Research, 00, 1-27.
[29]
Huang, F., Teo, T. and Guo, J. 2021. Understanding English teachers' non-volitional use of online teaching during the COVID-19 pandemic: A Chinese study. System, 2, 102574.
[30]
Brandl, K. 2002. Integrating Internet-Based Reading Materials into the Foreign Language Curriculum: From Teacher- to Student-Centered Approaches. Language, Learning & Technology, 6, September, 87–107.
[31]
Omaggio, A. C. 2001. Teaching Language in Context. Teaching language in context.
[32]
Steve, W. 2013. Classroom Discourse and Teacher Development. Edinburgh University Press.
[33]
Teng, M. F. and Wu, J. G. 2021. Tea or tears: online teaching during the COVID-19 pandemic. Journal of Education for Teaching: International Research and Pedagogy.
[34]
Panadero, E., Jonsson, A. and Botella, J. 2017. Effects of self-assessment on self-regulated learning and self-efficacy: Four meta-analyses. Educational Research Review, 22.
[35]
Lake, J. 2013. Positive L2 self: Linking positive psychology with L2 motivation.
[36]
Macintyre, P. and Gregersen, T. 2012. Affect: The Role of Language Anxiety and Other Emotions in Language Learning. Palgrave Macmillan UK .
[37]
Alrabai, F. and Moskovsky, C. 2016. The relationship between learners' affective variables and second language achievement. Social ence Electronic Publishing.
[38]
Norris, J. and Ortega, L. 2008. Defining and Measuring SLA. The Handbook of Second Language Acquisition.
Index Terms
- EFL Students’ Perception of Emergency Remote Learning: Associations with Teachers’ Behavior, Teaching Content, Learning Process and Learning Achievements
Recommendations
Web-based logging of classroom teaching activities for blended learning
ICWL'07: Proceedings of the 6th international conference on Advances in web based learningNowadays, eLearning has been adapted in all educational institutes, starting from kindergartens, primary schools, high schools, to the universities. Teachers are encouraged to use computer and Internet as a teaching medium in addition to the classroom ...
Traditional and flipped classroom approaches delivered by two different teachers: the student perspective
The aim of this investigation was for students to express their views on teaching approaches delivered by two teachers under the perspectives of Higher Order Thinking Skills (HOTS) development, their preferences on learning material and learning ...
Perception of MOOC Pedagogical Tools and Learners' Learning Styles in MOOC Blended Teaching: a Case Study
ICEBT '19: Proceedings of the 2019 3rd International Conference on E-Education, E-Business and E-TechnologyRapid development has been achieved since the emergence of MOOC in 2008, but there are still many defects in the popularization of MOOC. Developing blended teaching by utilizing is considered to be one of effective means to overcome these shortcomings. ...
Comments
Please enable JavaScript to view thecomments powered by Disqus.Information & Contributors
Information
Published In
May 2022
318 pages
ISBN:9781450396417
DOI:10.1145/3543321
Copyright © 2022 ACM.
Permission to make digital or hard copies of all or part of this work for personal or classroom use is granted without fee provided that copies are not made or distributed for profit or commercial advantage and that copies bear this notice and the full citation on the first page. Copyrights for components of this work owned by others than ACM must be honored. Abstracting with credit is permitted. To copy otherwise, or republish, to post on servers or to redistribute to lists, requires prior specific permission and/or a fee. Request permissions from [email protected]
Publisher
Association for Computing Machinery
New York, NY, United States
Publication History
Published: 14 August 2022
Check for updates
Author Tags
Qualifiers
- Research-article
- Research
- Refereed limited
Funding Sources
- Nanning University
Conference
ICDEL2022
ICDEL2022: 2022 the 7th International Conference on Distance Education and Learning
May 20 - 23, 2022
Beijing, China
Contributors
Other Metrics
Bibliometrics & Citations
Bibliometrics
Article Metrics
- 0Total Citations
- 38Total Downloads
- Downloads (Last 12 months)7
- Downloads (Last 6 weeks)1
Reflects downloads up to 03 Jan 2025
Other Metrics
Citations
View Options
Login options
Check if you have access through your login credentials or your institution to get full access on this article.
Sign inFull Access
View options
View or Download as a PDF file.
PDFeReader
View online with eReader.
eReaderHTML Format
View this article in HTML Format.
HTML Format