THE PERSPECTIVES OF SECONDARY SCHOOL EFL TEACHERS ON ONLINE TEACHING IN THE SHADOW OF THE COVID-19 PANDEMIC
Yükleniyor...
Dosyalar
Tarih
2023
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Çağ Üniversitesi / Sosyal Bilimler
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
The COVID-19 period has undoubtedly been recorded in history as a painful process
for education. Almost all the countries of the world adopted the forced lock-down as a
remedy to curb the spread of the virus. Turkey was not exempt from this situation. As a
result of this, during the COVID-19 pandemic period, education at all levels was given
online remotely. Hodges et al. (2020) coined the term "emergency distance teaching"
(ERT) to describe this unexpected new situation. ERT is viewed as a short-term
solution to ensure the continuation of education rather than a comprehensive
educational reform. Teachers, without a doubt, had significant responsibilities in the
implementation of the distance online education mode during the COVID-19 era, and
they did their best to meet these responsibilities. As a natural result of this situation,
teachers gained extremely valuable knowledge and skills related to online education
and had solid perspectives on the subject. In parallel, the primary goal of this research
is to reveal the perspectives of EFL teachers in Turkey on online education and to
benefit from these perspectives in the future development of this educational mode. A
mixed-methods design was used to achieve this goal. The screening method was used
for the quantitative part of the research, and a semi-structured interview method was
used for the qualitative part of the research. The study included 120 EFL permanent
teachers working in public and private schools in Siirt during the 2021–2022 academic
year. A scale on EFL teachers' perspectives related to online teaching, originally
developed by Reza Dashtestani (2014), was used to determine the perspectives of EFL
teachers on online education. The questionnaire consists of 34 items in total, and was 5-
point Likert scale questionnaire. The questionnaire has three sub-dimensions. These
dimensions are focused on the following points, respectively: 1) The attitudes of EFL
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teachers regarding the use of online education. 2) The challenges and limitations faced
by EFL teachers during the online education process. 3) The perspectives of teachers
about the implementation of strategies to be applied in online language teaching. The
result of the research showed that EFL teachers agree that online learning is beneficial
and has become an important component of today's educational system. They do,
however, acknowledge that the implementation stage of online education is not without
its challenges. Among these challenges are a lack of technological infrastructure, issues
with internet connectivity, and students' lack of proficiency with online education
applications. In order to overcome these challenges, education authorities and
policymakers should work together to make the online education process healthie
