Distance Learning during COVID-19: EFL Students' Engagement and Motivation from Teachers' Perspective

Autor/inn/en	Aldossari, Sita; Altalhab, Sultan
Titel	Distance Learning during COVID-19: EFL Students' Engagement and Motivation from Teachers' Perspective
Quelle	In: English Language Teaching, 15 (2022) 7, S.85-109 (25 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1916-4742
Schlagwörter	Distance Education; COVID-19; Pandemics; English (Second Language); Second Language Instruction; Student Motivation; Learner Engagement; Language Teachers; Secondary School Teachers; Teacher Attitudes; Electronic Learning; Online Courses; Educational Technology; Foreign Countries; Teacher Education; Saudi Arabia + Suchen Sie Ihr Suchwort? Distance study; Distance learning; Fernunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Schulische Motivation; Language teacher; Sprachunterricht; Lehrerverhalten; Online course; Online-Kurs; Unterrichtsmedien; Ausland; Lehrerausbildung; Lehrerbildung; Saudi-Arabien
Abstract	The present mixed-method study aimed to explore 114 female secondary-level English teachers' perceptions of the effectiveness of distance education in public schools in the Kingdom of Saudi Arabia regarding students' motivation and engagement during COVID-19 using a Google Forms questionnaire. Additionally, the challenges teachers faced in distance education and their attitudes toward teacher-training programs during the pandemic were investigated in semi-structured interviews. The findings indicated an overall positive view toward the effectiveness of distance education. However, the interviewed participants expressed their preference for traditional in-class teaching due to their familiarity with it compared to distance teaching. Online classes gave students the opportunity to become more actively engaged. Distance education was also found to promote students', especially shy students, motivation for learning and participating in class activities. Teachers indicated some challenges in distance teaching, such as a lack of internet connection and human interaction, technical issues, assessment reliability, increased workload, and students' unwillingness to learn. Finally, recommendations for more effective distance education were provided, namely, technological and pedagogical training for teachers, the need for technical support, and proper training for students on online learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01