پیوندهای مفید
آمار
| تعداد نشریات | 20 |
| تعداد شماره‌ها | 1,149 |
| تعداد مقالات | 10,519 |
| تعداد مشاهده مقاله | 45,425,525 |
| تعداد دریافت فایل اصل مقاله | 11,296,758 |
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 | ||
| مقاله 4، دوره 12، شماره 2، شهریور 2021، صفحه 106-116 اصل مقاله (549.85 K) | ||
| نوع مقاله: Original Article | ||
| شناسه دیجیتال (DOI): 10.30476/ijvlms.2021.90202.1086 | ||
| نویسندگان | ||
| Malihe Sadat Mousavi* 1؛ Mavadat Saidi2؛ Mahdi Mahmodi3 | ||
| 1Department of English Language Teaching, Payame Noor University, Tehran, Iran | ||
| 2Department of English, Shahid Rajaee Teacher Training University, Tehran, Iran | ||
| 3Department of Educational Sciences and Psychology, Payame Noor University, Tehran, Iran | ||
| چکیده | ||
| Background: English instructors have faced numerous challenges following the COVID-19 outbreak and the sudden shift from inperson to online instruction. This vogue of alternative teaching practices is presently open to rigorous scrutiny. The current study attempted to shed light on the challenges facing the instructors of English for Academic Purposes (EAP) at medical universities, and their strategies in handling emergency remote teaching during the pandemic. Methods: A qualitative content analysis was conducted to gather data from self-reflections and semi-structured interviews with 52 EAP instructors working at different Iranian medical universities in the spring and summer of 2020. The contents of the reflections and interviews were coded by the researchers based on the procedures of sequential explanatory strategy, and the major themes were extracted and categorized. Results: The findings point to the lack of required facilities and infrastructure, inadequate technological literacy, and poor internet quality as the major challenges facing the instructors. It was also revealed that the teachers viewed the enhancement of technological literacy and provision of required facilities as the main priorities in addressing the challenges. Conclusion: It was found that the EAP instructors had different perceptions of emergency remote teaching and potential solutions to the associated challenges. The findings offer practical recommendations for enhancing English proficiency among medical students. The results also highlight the necessity of offering EAP teacher training courses focused on developing the technological literacy of the instructors. To continue this line of research, a more in-depth study of students’ perceptions and experiences of online EAP classes is recommended. | ||
| کلیدواژه‌ها | ||
| COVID-19؛ English teachers؛ Online instruction؛ Reflections؛ Challenges؛ Content analysis؛ Qualitative research | ||
|
سایر فایل های مرتبط با مقاله
|
||
| مراجع | ||
|
Crawford J, Butler-Henderson K, Rudolph J, Malkawi B, Golwatz M, Burton R, Magni P, Lam. COVID-19: 20 centuries’ higher education intra-period digital pedagogy responses. Journal of Teaching and Learning, 2020; 3(1): 1-20. doi:10.37074/jalt.2020.3.1.7
Zhu X, Liu J. Education in and after COVID-19: Immediate responses and long-term visions. Postdigital Science and Education, 2020; doi:10.1007/s42438-020-00126-3.
Park CN, & Son JB. Implementing computer-assisted language learning in the EFL classroom: Teachers’ perceptions and perspectives. International Journal of Pedagogies and Learning, 2009; 5(2): 80-101. doi:10.5172/ijpl.5.2.80
Winke P, Goertler S. Did we forget someone? Students' computer access and literacy for CALL. Calico Journal, 2008; 25(3): 482-509.
Atmojo, AEP, & Ngroho, A. EFL classes must go online! Teaching activities and challenges during COVID-19 pandemic in Indonesia. Register Journal, 2020; 13(1): 49-76. doi:10.18326/rgt.v13i1.49-76
Khatoony, Sh, & Nezhadmehr, M. EFL teachers’ challenges in the integration of technology for online classrooms during Coronavirus (COVID-19) pandemic in Iran. The Asian Journal of English Language Pedagogy, 2020; 9: 1-16. doi:10.37134/ajelp.vo18.sp.1.2020.
Toquero, CMD. Emergency remote teaching amid COVID-19: The turning point. Asian Journal of Distance Education, 2020; 15(1): 185-188. doi:10.5281/zenodo.3881748.
Atai MR, Dashtestani R. Iranian English for academic purposes (EAP) stakeholders’ attitudes towards using the Internet in EAP courses for civil engineering students: promises and challenges. Computer Assisted Language Learning, 2011; 26(1): 21-38. doi:10.1080/09588221.2011.627872
Dashtestani R. Barriers to the implementation of CALL in EFL courses: Iranian EFL teachers’ attitudes and perspectives. The JALT CALL Journal, 2012: 8(2): 55-70. doi:10.29140/jaltcall.v8n2.134
Arani JA. The effect of ICT-based teaching method on medical students' ESP learning. Journal of Medical education, 2004; 4(2). doi:10.22037/jme.v4i2.828
Ramachandran S. Integrating new technologies into language teaching: Two activities for an EAP classroom. TESL Canada Journal, 2004; 79-90. doi:10.18806/tesl.v22i1.167
Dashtestani R. English for academic purposes Instructors’ use and acceptance of technology in EAP courses. CALL-EJ, 2019; 20(1): 115-134. Soleimani H, & Khanjani A. Iranian EAP Practitioners' Attitudes toward and Familiarity with CALL: A Case at Guilan University. International Journal of Applied Linguistics and English Literature, 2013; 2(4): 31-38. doi:10.7575/AIAC.IJALEL.V.2N.4P.31
Nezakatgoo B, Behzadpoor F. Challenges in teaching ESP at medical universities of Iran from ESP stakeholders’ perspectives. Iranian Journal of Applied Language Studies, 2017; 9(2): 59-82. doi:10.22111/IJALS.2017.3544.
Bhandari S, Jain M, Mehta A, Bhargava S, Pathak D, Grover M, Gupta ID. COVID-19 and its impact on undergraduate students in an Indian medical institute: Learning is in full swing. Interdiscip J Virtual Learn Med Sci. 2021; 21(1): 22-28. doi:10.30476/ijvlms.2021.88365.1059.
Saidi, M, Afshari M. 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, 2021; 11(1). doi:10.22038/FMEJ.2021.53412.1367
Mackey A, Gass SM. Second language research: Methodology and design. Routledge. 2015.
Barkhuizen, G. Revisiting narrative frames: An instrument for investigating language teaching and learning. System, 2014; 47: 12–27. doi:10.1016/j.system.2014.09.014
Harding, J. Qualitative data analysis: From start to finish. SAGE Publications Limited. 2018.
Creswel, JW. Research design: Qualitative, quantitative, and mixed methods approaches. Los Angeles: University of Nebraska–Lincoln. 2009.
Sepulveda-Escobar P, Morrison A. Online teaching placement during the COVID-19 pandemic in Chile: challenges and opportunities. European Journal of Teacher Education, 2020; 43(4): 587-607. doi:10.1080/02619768.2020.1820981
Gjelaj, M, Buza K, Shatri, K, & Zabeli, N. Digital technologies in early childhood: Attitudes and practices of parents and teachers in Kosovo. International Journal of Instruction, 2020; 13(1): 165–184. doi:10.29333/iji.2020.13111a.
Nugroho, A & Mutiaraningrum, I. EFL teachers’ beliefs and practices about digital learning of English. 2020; 5(2): 304–321. doi:10.30659/e.5.2.304-321.
Sun, X, Zou, J, Li, L, & Luo, M. A block chain-based online language learning system. Telecommunication Systems, 2020; doi:10.1007/s11235-020-00699-1.
Lucena JMVM, & Leal, DA. Education, Teaching and Technology and the Amazonian Identities. Revista de Estudos e Pesquisas Sobre Ensino Tecnológico (EDUCITEC), 2010; 13(1): 1-14.
Thadphoothon, J. Online Language Learning Survey (2020). Special Report: Dhurakij Pundit University.
Ahmed STS. Chat and Learn: Effectiveness of Using WhatsApp as a Pedagogical Tool to Enhance EFL Learners Reading and Writing Skills. International Journal of English Language and Literature Studies, 2019; 8(2): 61– 68. doi:10.18488/journal.23.2019.82.61.68
Slim H, & Hafedh M. Social media impact on language learning for specific purposes: A study in English for business administration. Teaching English with Technology, 2019; 19(1): 56–71.
Alwehaibi HO. The Impact of using YouTube in EFL classroom on enhancing EFL students’ content learning. Journal of College Teaching & Learning (TLC), 2015; 12(2): 121–126. doi:10.19030/tlc.v12i2.9182
Aloraini N. Investigating Instagram as an EFL Learning Tool. Arab World English Journal, 2018; 4(4): 174–184. doi:10.24093/awej/call4.13.
Listiani G. The effectiveness of Instagram writing compared to teacher centered writing to teach recount text to students with high and low motivation (The case of eight grade students in SMP Kesatrian 1 Semarang in the academic year of 2015/2016). ELT Forum: Journal of English Language Teaching, 2016; 5(1). doi:10.15294/elt.v5i1.9875 | ||
|
آمار تعداد مشاهده مقاله: 583 تعداد دریافت فایل اصل مقاله: 1,117 |
||
