دانشگاه الزهرا

  اخبار و اعلانات

 آمار

تعداد نشریات25
تعداد شماره‌ها967
تعداد مقالات8,010
تعداد مشاهده مقاله13,573,767
تعداد دریافت فایل اصل مقاله9,616,382
Fathali, Somayeh. (1402). Challenges and Opportunities of Shifting to Online Education in University EFL Classes During the COVID-19 Pandemic. جلوه هنر, 7(3), 7-34. doi: 10.22051/lghor.2022.37850.1566
Somayeh Fathali. "Challenges and Opportunities of Shifting to Online Education in University EFL Classes During the COVID-19 Pandemic". جلوه هنر, 7, 3, 1402, 7-34. doi: 10.22051/lghor.2022.37850.1566
Fathali, Somayeh. (1402). 'Challenges and Opportunities of Shifting to Online Education in University EFL Classes During the COVID-19 Pandemic', جلوه هنر, 7(3), pp. 7-34. doi: 10.22051/lghor.2022.37850.1566
Fathali, Somayeh. Challenges and Opportunities of Shifting to Online Education in University EFL Classes During the COVID-19 Pandemic. جلوه هنر, 1402; 7(3): 7-34. doi: 10.22051/lghor.2022.37850.1566

Challenges and Opportunities of Shifting to Online Education in University EFL Classes During the COVID-19 Pandemic

Journal of Language Horizons
مقاله 1، دوره 7، شماره 3 - شماره پیاپی 17، اسفند 2023، صفحه 7-34    اصل مقاله (1.44 M)
نوع مقاله: Research article
شناسه دیجیتال (DOI): 10.22051/lghor.2022.37850.1566
نویسنده
Somayeh Fathali*
Department of English, Alzahra University, Tehran, Iran;
چکیده
The outbreak of the COVID-19 revolutionized education all around the world. The urgent shift to online education (emergency remote teaching) has been very demanding for administrators, teachers, students, and anyone involved in education. Although online and blended learning has long been practiced in education, this sudden unplanned shift created a different image, especially in less technologically developed countries. Accordingly, the present case study aimed at understanding the existing challenges and opportunities of this urgent shift to online education through the perspectives of Iranian EFL university students in online General English (GE) classes. A total of 68 university students participated in the study and the data was collected through semi-structured interviews, focus groups, and students’ reflection sheets. Content analysis using Nvivo 11® was conducted for the triangulated textual data. The findings were categorized into four major groups of challenges and opportunities, including technological, psychological/affective, linguistic, and environmental/social. Overall, 16 challenges and 11 opportunities were investigated that are discussed thoroughly in the paper.
کلیدواژه‌ها
computer-assisted language learning؛ COVID-19؛ EFL students؛ emergency remote teaching؛  online education
عنوان مقاله [English]
مطالعه اکتشافی چالش ها و فرصت های تغییر به آموزش آنلاین در کلاس های زبان انگلیسی به عنوان زبان خارجی در طول همه گیری بیماری کووید -19
نویسندگان [English]
سمیه فتحعلی
استادیار، گروه آموزش زبان انگلیسی، دانشکده ادبیات، دانشگاه الزهراء
چکیده [English]
شیوع بیماری کووید -19 آموزش را در سراسر جهان متحول کرد. تغییر فوری به آموزش آنلاین (آموزش اضطراری از راه دور) برای مدیران، معلمان، دانش آموزان و هر کسی که در آموزش و پرورش دخیل است بسیار سخت بوده است. اگرچه یادگیری آنلاین و ترکیبی مدتهاست که در آموزش و پرورش انجام می شود، این تغییر ناگهانی برنامه ریزی نشده ، تصویری متفاوت به ویژه در کشورهای کمتر توسعه یافته از نظر فناوری ایجاد کرد. بر این اساس، پژوهش اکتشافی حاضر با هدف درک چالش ها و فرصت های موجود در این تغییر فوری به آموزش آنلاین از دیدگاه دانشجویان کلاسهای زبان عمومی که زبان انگلیسی به عنوان زبان خارجی آنها می باشد پرداخته است. اگرچه قبلاً برخی از شیوه های آموزش زبان به کمک فن آوری و موبایل در کلاس های زبان عمومی مورد بررسی قرار گرفته است، اما دانش آموزان برای اولین بار در این شرایط یک دوره کاملاً آنلاین زبان آموزی را تجربه کردند. در مجموع 68 دانشجو در این مطالعه شرکت کردند و داده ها از طریق مصاحبه فردی، مصاحبه گروهی، و نوشتن برگه های بازخورد توسط دانشجویان جمع آوری شد. تجزیه و تحلیل محتوا با استفاده از Nvivo 11 برای داده های متنی انجام شد. یافته ها در چهار گروه عمده ی چالش ها و فرصت ها شامل فناوری، روانشناختی/عاطفی، زبانی و محیطی/اجتماعی طبقه بندی شدند. به طور کلی ، 16 چالش و 11 فرصت مورد بررسی قرار گرفت که در مقاله به طور کامل مورد بحث قرار گرفته است.
کلیدواژه‌ها [English]
 کوید 19, آموزش آنلاین, آموزش اضطراری از راه دور, آموزش زبان به کمک فن آوری, چالش ها و فرصت ها
مراجع
  1. Aguilera-Hermida, A. P. (2020). College students’ use and acceptance of emergency online learning due to COVID-19. International Journal of Educational Research Open, 1, 100011. https://doi.org/10.1016/j.ijedro.2020.100011
  2. Ary, D., Jacobs, L. C., Sorensen, C. K., & Razavieh, A. (2010). Introduction to research in education (8th Ed.). Canada: Nelson Education Ltd Exotic Classic.
  3. Bailey, D. R., & Lee, A. R. (2020). Learning from experience in the midst of covid-19: Benefits, challenges, and strategies in online teaching. Computer-Assisted Language Learning Electronic Journal, 21(2), 178-198. https://api.semanticscholar.org/CorpusID:226548417
  4. Bao, W. (2020). COVID‐19 and online teaching in higher education: A case study of Peking University. Human Behavior and Emerging Technologies, 2(2), 113-115. https://doi.org/10.1002/hbe2.191
  5. Beaudoin, C. E., & Hong, T. (2021). Emotions in the time of coronavirus: Antecedents of digital and social media use among Millennials. Computers in Human Behavior 123, 1-8.  https://doi.org/10.1016/j.chb.2021.106876
  6. Bergmann, J., Overmyer, J., & Willie, B. (2011). The flipped class: What it is and what it is not. Retrieved from http://www.thedailyriff.com/articles/the-fl ipped-class-conversation-689.php
  7. Charmaz, K. (2006). Constructing grounded theory: A practical guide through qualitative analysis. Sage.
  8. Chiner, E., Gómez-Puerta, M., García-Vera, V. E., & Cardona-Moltó, M. C. (2021). University students’ struggles with online learning during the covid-19 pandemic lockdown. Education and New Developments, 12 (2), 265-269. https://doi.org/10.36315/2021end057
  9. Chu, C., Rosenfield, M., Portello, J. K., Benzoni, J. A., & Collier, J. D. (2011). A comparison of symptoms after viewing text on a computer screen and hardcopy. Ophthalmic and Physiological Optics, 31(1), 29-32. https://doi.org/10.1111/j.1475-1313.2010.00802.x
  10. Dehghanzadeh, H., Fardanesh, H., Hatami, J., Talaee, E., Noroozi, O. (2019) Using gamification to support learning English as a second language: a systematic review. Computer Assisted Language Learning, 4, 1-24.  https://doi.org/10.1080/09588221.2019.1648298
  11. Demuyakor, J. (2020). Coronavirus (COVID-19) and online learning in higher institutions of education: A survey of the perceptions of Ghanaian international students in China. Online Journal of Communication and Media Technologies, 10(3), e202018. https://doi.org/10.29333/ojcmt/8286
  12. Downe-Wamboldt, B. (1992). Content analysis: Method, applications, and issues. Health Care for Women International, 13, 313–321. https://doi:10.1080/07399339209516006
  13. Ebadi, R. (2005) Fanavari etelaat va amozesh va parvaresh [Technological information (IT) and education] (2nd ed.). Tehran: Institute for development of educational technology and smart schools.
  14. Elekaei, A., Tabrizi, H. H., & Chalak, A. (2019). Investigating the effects of EFL learners’ vocabulary gain and retention levels on their choice of memory and compensation strategies in an E-learning project. CALL-EJ, 20(2), 1-18. https://old.callej.org/journal/20-2/Elekaei-Tabrizi-Chalak2019.pdf
  15. Fathali, S., Emadi, A. (2021). CALL research in Iran: An integrative review of the studies between 2007 and 2019. CALL-EJ, 22 (3), 33-51. https://old.callej.org/journal/22-3/Fathali-Emadi2021.pdf
  16. Fathali, S., Marandi, S. S., & Okada, T. (2022). ICT beyond the language classroom in technologically advanced and advancing countries: The case of Japan and Iran. Iranian Journal of Language Teaching Research (IJLTR), 10 (2), 55-75. https://doi.org/10.30466/ijltr.2022.121183
  17. Ferri, F., Grifoni, P., & Guzzo, T. (2020). Online learning and emergency remote teaching: Opportunities and challenges in emergency situations. Societies, 10(4), 1-18. https://doi.org/10.3390/soc10040086
  18. Fotouhi-Ghazvini, F., Excell, P. S., Moeini, A. & Robison, D. J. (2008). A psycho-pedagogical approach to m-learning in a developing-world context. International Journal of Mobile Learning and Organisation, 2(1), 62-80. https://doi.org/10.1504/ijmlo.2008.018718
  19. Gacs, A., Goertler, S., & Spasova, S. (2020). Planned online language education versus crisis‐prompted online language teaching: Lessons for the future. Foreign Language Annals, 53(2), 380-392. https://doi.org/10.1111/flan.12460
  20. Garrison, D. R. (2011). E-learning in the 21st century: A framework for research and practice. Routledge.
  21. Garrison, D. R., & Kanuka, H. (2004). Blended learning: Uncovering its transformative potential in higher education. Internet and Higher Education, 7(2), 95-105. https://doi.org/10.1016/j.iheduc.2004.02.001
  22. Gillespie, J. (2020). CALL research: Where are we now? ReCALL 32(2), 127-144. https://doi.org/10.1017/s0958344020000051
  23. Gillett-Swan, J. (2017). The challenges of online learning: Supporting and engaging the isolated learner. Journal of Learning Design, 10(1), 20-30. https://doi.org/10.5204/jld.v9i3.293 
  24. Given, L. M. (2008). The Sage encyclopedia of qualitative research methods (Ed.). Sage publications.
  25. Göksu, İ., Ergün, N., Özkan, Z., & Sakız, H. (2021). Distance education amid a pandemic: Which psycho‐demographic variables affect students in higher education?. Journal of Computer Assisted Learning. https://doi.org/10.1111/jcal.12544/v2/response1
  26. Harasim, L. (2000). Shift happens: Online education as a new paradigm in learning. The Internet and higher education, 3(1-2), 41-61. https://doi.org/10.1016/s1096-7516(00)00032-4
  27. Hodges, C., Moore, S., Lockee, B., Trust, T., & Bond, A. (2020). The difference between emergency remote teaching and online learning. Educause Review, 27. https://doi.org/10.1007/978-981-15-7869-4_3
  28. Hwang, G. & Fu, Q. (2018). Trends in the research design and application of mobile language learning: a review of 2007–2016 publications in selected SSCI journals. Interactive Learning Environments, 27(4), 567-581. https://doi.org/10.1080/10494820. 2018.1486861 
  29. Jeffery, K. A., & Bauer, C. F. (2020). Students’ responses to emergency remote online teaching reveal critical factors for all teaching. Journal of Chemical Education, 97(9), 2472-2485. https://doi.org/10.1021/acs.jchemed.0c00736
  30. Joksimović, S., Kovanović, V., Skrypnyk, O., Gašević, D., Dawson, S., & Siemens, G. (2015). The history and state of online learning. Preparing for the Digital University, 93-122.
  31. Karuppannan, S., & Mohammed, L. A. (2020). Predictive factors associated with online learning during COVID-19 pandemic in Malaysia: A conceptual framework. International Journal of Management and Human Science (IJMHS), 4(4), 19-29. https://ejournal.lucp.net/index.php/ijmhs/article/view/1236/1300
  32. Khatoony, S., & Nezhadmehr, M. (2020). EFL teachers' challenges in integration of technology for online classrooms during Coronavirus (COVID-19) pandemic in Iran. AJELP: Asian Journal of English Language and Pedagogy, 8(2), 89-104. https://doi.org/10.37134/ajelp.vol8.2.7.2020 
  33. Koch, L. F. (2014). The nursing educator’s role in e-learning: a literature review. Nurse Education Today, 34(11), 1382 – 1387. https://dx.doi.org/10.1016/j.nedt.2014.04.002 
  34. Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook (2nd Ed.). Sage.
  35. Mousavi, M. S., Saidi, M., & Mahmodi, M. (2021). English instructors’ experiences of emergency remote teaching in medical universities during the COVID-19 pandemic: A qualitative study. Interdisciplinary Journal of Virtual Learning in Medical Sciences, 12(2), 106-116. https://dx.doi.org/10.30476/IJVLMS.2021.90202.1086
  36. Mukhtar, K., Javed, K., Arooj, M., Sethi, A. (2020). Advantages, limitations and recommendations for online learning during COVID-19 pandemic era. Pakistan journal of medical sciences. 36. https://doi.org/10.12669/pjms.36.covid19-s4.2785
  37. Nakayama, M., Mutsuura, K., & Yamamoto, H. (2014). Impact of a learner’s characteristics and learning behavior on learning performance during a fully online course. Electronic Journal of E-Learning, 12(4), 394-408. https://files.eric.ed.gov/fulltext/EJ1035656.pdf
  38. Neuwirth, L. S., Jović, S., & Mukherji, B. R. (2020). Reimagining higher education during and post-COVID-19: Challenges and opportunities. Journal of Adult and Continuing Education, 27 (2), 141-156. https://doi.org/10.1177/1477971420947738
  39. Prensky, M. (2001). Digital natives, digital immigrants Part 1. On the Horizon, 9 (5), 1-6. https://doi.org/10.1108/10748120110424816
  40. Pérez-Paredes. P. (2019). A systematic review of the uses and spread of corpora and data-driven learning in CALL research during 2011–2015. Computer Assisted Language Learning, 35 (1-2), 1-26. https://doi.org/10.1080/09588221.2019.1667832
  41. RahmtAllah, E. A. E. (2020). EFL Students' Coherence Skill in Writing: A Case Study of Third Year Students of Bachelors in English Language. English Language Teaching, 13(8), 120-126. https://doi.org/10.5539/elt.v13n8p120
  42. Saidi, M., & Afshari, M. (2021). Computer-assisted language learning in English for Academic Purposes courses: Eliciting the instructors’ perspectives within the COVID-19 Pandemic period. Future of Medical Education Journal, 11(1), 13-17. https://doi.org/10.22038/FMEJ.2021.53412.1367
  43. Sayuti, H. A. M., Ann, T. G., Saimi, W. M. S. A., Bakar, M. A., Bakar, A., Dawawi, S. N. A., & Mohamad, M. (2020). Using gold standard project based learning for intermediate year three pupils to enhance English speaking skill: A conceptual paper. Creative Education, 11(10), 1873. https://doi.org/10.4236/ce.2020.1110137
  44. Sharifi, M., Rostami AbuSaeedi, A., Jafarigohar, M. & Zandi, B. (2017). Retrospect and prospect of computer assisted English language learning: a meta-analysis of the empirical literature. Computer Assisted Language Learning, 31(4): 413-436. https://doi.org/10.1080/09588221.2017.1412325
  45. Shim, T. E., & Lee, S. Y. (2020). College students’ experience of emergency remote teaching due to COVID-19. Children and youth services review, 119, 105578. https://doi.org/10.1016/j.childyouth.2020.105578
  46. Thomson, W. D. (1998). Eye problems and visual display terminals—the facts and the fallacies. Ophthalmic and physiological optics, 18(2), 111-119. https://doi.org/10.1016/s0275-5408(97)00067-7
  47. Verduin, J. R., & Clark, T. A. (1991). Distance education: The foundations of effective practices. San Francisco, CA: Jossey-Bass.
  48. Warschauer, M. & Healey, D. (1998). Computers and language learning: An overview. Language Teaching, 31(2), 57-71. https://doi.org/10.1017/s0261444800012970
  49. Wilde, N., & Hsu, A. (2019). The influence of general self-efficacy on the interpretation of vicarious experience information within online learning. International Journal of Educational Technology in Higher Education, 16 (1), 1–20. https://doi.org/10.1186/s41239-019-0158-x
  50. Yusuf, B.N. (2020). Are we prepared enough? A case study of challenges in online learning in a private higher learning institution during the Covid-19 outbreaks. Advances in Social Sciences Research Journal, 7(5), 205–212. https://doi.org/10.14738/assrj.75.8211
  51. Zheng, F., Khan, N. A., & Hussain, S. (2020). The COVID 19 pandemic and digital higher education: Exploring the impact of proactive personality on social capital through internet self-efficacy and online interaction quality. Children and Youth Services Review, 119, 105694. https://doi.org/10.1016/j.childyouth.2020.105694
آمار
تعداد مشاهده مقاله: 807
تعداد دریافت فایل اصل مقاله: 283


سامانه مدیریت نشریات علمی. طراحی و پیاده سازی از سیناوب