English teacher’s perceptions on the transition from face-to-face teaching to a fully remote modality
DOI:
https://doi.org/10.25214/27114406.1289Keywords:
Teaching presence, social presence, cognitive presence, EFL teaching, COVID-19, TESOLAbstract
This qualitative research study explored the perceptions regarding the challenges and adaptations made by a group of 16 teachers of English as a foreign language during the COVID-19 health crisis in 2020. This research was based on the cognitive theory proposed by Moore (2016), which considers the three following aspects for successful EFL teaching in online learning environments: teaching, social, and cognitive presence. Based on these three dimensions and determined the mode by means of the statistical software JASP (2021), the results indicated that most of the adjustments made by the participants focused on the content for English language teaching. Additionally, results showed that the main challenges that participants faced were related to the cognitive and social dimensions of teaching in an online learning environment. For instance, the lack of strategies to foster student to teacher and student to student interaction in virtual learning environments, and the limited opportunities students are given to interact with the content. Regarding the linguistic dimensions, an overwhelming majority of respondents indicated that oral skills is much more effectively done in a face-to-face environment, as an online learning environment poses substantial difficulties to effectively develop that language skill. The results of this study provide new insights that have the potential to improve language teaching courses mediated by technology and it also supports the importance of fostering social and cognitive skills in online courses.
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