Arab World English Journal (AWEJ) 2nd Special Issue on Covid 19 Challenges January 2022 Pp. 155-168
DOI: https://dx.doi.org/10.24093/awej/covid2.10
An Exploratory Study into EFL Teachers’ Implementation of New Technologies and
Distance Teaching During the Covid-19 Pandemic
Marzena Foltyn
Faculty of Education, Constantine the Philosopher University, Nitra
Slovakia
Department of Humanities and Social Sciences
University of Bielsko-Biala, Poland
Corresponding Author: marzenafn@gmail.com
Krzysztof Polok
Department of Humanities and Social Sciences
University of Bielsko-Biala, Poland
Received:11/14/2021 Accepted: 12/14/2021 Published: 1/24/2022
Abstract:
Over the past two years, the Coronavirus exposed the educational division across the globe. The ruling parties, faced with time pressure, sprang into action, quickly imposing new guidelines on school academic units to migrate the entire EFL curriculum online. Moreover, among many academic organizations, the Polish educational system is one in which many limitations and challenges have been appearing. Thus, the contribution of the present work is to examine the avenues and experiences that are significant on the way to implement new technology and which need improvement from the EFL teachers’ perspectives in this new context. Overall, 180 EFL Polish teachers participated in the exploratory survey study, which explored their (un)readiness, capacities, support, efficacy, and obstacles in technology integration. Respondents’ perceptions enable thoughts, further implications, and recommendations on a more instructive, interactional, and rewarding approach that could be implemented while integrating EFL teaching with a technology-based mode of lesson delivery. It was discovered that not only teachers may establish better EFL remote practices, but also – all the language education policy stakeholders.
Keywords: Covid-19 pandemic, distance language teaching, teacher perspective, EFL teachers, technology implementation, Poland
Cite as: Foltyn, M., & Polok, K. (2022). An Exploratory Study into EFL Teachers’ Implementation of New Technologies and Distance Teaching During the Covid-19 Pandemic. Arab World English Journal (AWEJ) 2nd Special Issue on Covid 19 Challenges (2) 155-168.
DOI: https://dx.doi.org/10.24093/awej/covid2.10
References
Abuzagha, A., & Tabieh, A. (2021). Soft Skills: The Success Formula for the Newly EFL Hired Graduates in the Educational Workplaces During and Post Covid-19. Asian EFL Journal Research Articles, 28(2), 39-53.
Alvarez, I. Guasch, T., & Espasa, A. (2009). University teacher roles and competencies in online learning environments: a theoretical analysis of teaching and learning practices. European Journal of Teacher Education, 32 (3), 321-336. https://doi.org/10.1080/02619760802624104
Bai, B., & Lo, C. K. (2018). The Barriers of Technology Integration in Hong Kong Primary School English Education: Preliminary Findings and Recommendations for Future Practices. International Journal of Languages, Literature, and Linguistics, 4(4), 290–297. https://doi.org/10.18178/ijlll.2018.4.4.189
Becta. (2002). Educational research into Managed Learning Environments/Virtual Learning Environments – a selection of abstracts. Coventry: Becta. http://archive.teachfind.com
Chaaban, Y., & Ellili-Cherif, M. (2016). Technology integration in EFL classrooms: A study of Qatari independent schools. Education and Information Technologies, 22(5), 2433–2454. https://doi.org/10.1007/s10639-016-9552-3
Cohen, L., Lawrence, M., & Morrison, K. (2018). Research methods in education (8th ed.). Routledge.
Compton, L. K. (2009). Preparing language teachers to teach language online: a look at skills, roles, and responsibilities. Computer Assisted Language Learning, 22(1), 73–99. https://doi.org/10.1080/09588220802613831
Cuban, L. (2001). Oversold and Underused: Computers in the Classroom. Cambridge, MA: Harvard University Press.
Genota, L. (2018). Why Generation Z learners prefer YouTube lessons over printed books; video learning outranks printed books in the survey, Education Week, No. 1. http:s//www.edweek.org
Hakim, B. (2020). Technology Integrated Online Classrooms and the Challenges Faced by the EFL Teachers in Saudi Arabia during the COVID-19 Pandemic. International Journal of Applied Linguistics and English Literature, 9(5), 33. https://doi.org/10.7575/aiac.ijalel.v.9n.5p.33
Hew, K. F., & Brush, T. (2006). Integrating technology into K-12 teaching and learning: current knowledge gaps and recommendations for future research. Educational Technology Research and Development, 55(3), 223–252. https://doi.org/10.1007/s11423-006-9022-5
Hindle, T. (2000). Essential managers’ manual. London: Dorling Kindersley.
Hurt, T., Joseph, K., & Cook, C. (1977). Scales for the measurement of innovativeness. Human Communication Research, 4(1), 58-65. https://doi.org/10.1111/j.1468-2958.1977.tb00597.x
Hutchison, A., & Reinking, D. (2011). Teachers’ Perceptions of Integrating Information and Communication Technologies Into Literacy Instruction: A National Survey in the United States. Reading Research Quarterly, 46(4), 312–333. https://doi.org/10.1002/rrq.002
Jones, J. F. (2001). CALL and the responsibilities of teachers and administrators. ELT Journal, 55(4), 360-367. https://doi.org/10.1093/elt/55.4.360
Khatoony, S. & Nezdhadmehrm, M. (2020). EFL Teacher’s Challenges in the Integration of Technology for Online Classroom during Coronavirus (Covid-19) Pandemic in Iran. https://www.researchgate.net/publication/342702406_EFL_Teachers
Kopcha, T. J. (2012). Teachers’ perceptions of the barriers to technology integration and practices with technology under situated professional development. Computers & Education, 59(4), 1109–1121. https://doi.org/10.1016/j.compedu.2012.05.014
Lao, K. A. C., Lao, H. A., Pulalon, M. K., & Ramos, M. S. Y. H. (2021). When classrooms become virtual: Challenges and coping mechanisms of prospective teachers. The Asian ESP Journal, 17(6), 65-93.
Li, L. (2014). Understanding language teachers’ practice with educational technology: a case from China. The system, 46, 105-119. https://doi.org/10.1016/j.system.2014.07.016
Li, L. (2017). New technologies and language learning, Red Globe Press.
Mahyoob, M. (2020). Challenges of e-Learning during the COVID-19 Pandemic Experienced by EFL Learners. Arab World English Journal, 11(4), 351–362. https://doi.org/10.24093/awej/vol11no4.23
John, M. (2021). Students’ challenges in self-study of an ESL listening and speaking course during the Covid-19 pandemic. Asian EFL Journal Research Articles, 28(2), 43-57.
Moore, M., & Kearsley, G. (1996). Distance education and systems view. Belmont, CA Wadsworth.
Mumtaz, S. (2000). Factors affecting teachers’ use of information and communications technology: a review of the literature. Journal of Information Technology for Teacher Education, 93, 319-341. https://doi.org/10.1080/14759390000200096
Ministry of Digital Affairs. (2020, March 20). Resource List Prepared by the Ministry of Digital Affairs in the online article Teacher, Conduct an Online Lesson! http://www.gov.pl
Nicol, A. A., Owens, S. M., Le Coze, S. S., MacIntyre, A., & Eastwood, C. (2017). Comparison of high-technology active learning and low-technology active learning classrooms. Active Learning in Higher Education, 19(3), 253–265. https://doi.org/10.1177/1469787417731176
O’Dowd, R. (ed). (2007). Online intercultural exchange: an introduction for foreign language teachers. Multilingual Matters.
Pelgrum, W. (2001). Obstacles to the integration of ICT education: results from a worldwide educational assessment. Computers and Education, 37, 163-170. https://doi.org/10.1016/s0360-1315(01)00045-8
Riasati, M. J., Allahyar, N., & Tan, K. E. (2012). Technology in language education: Benefits and barriers. Journal of Education and Practice, 3(5), 25-30.
Sandholtz, J., Ringstaff, C. & Dwyer, D. (1997). Teaching with Technology: Creating Student-Centered Classrooms. New York: Teachers College Press.
Sandholtz, J. H., & Reilly, B. (2004). Teachers, Not Technicians: Rethinking Technical Expectations for Teachers. Teachers College Record, 106(3), 487–512. https://doi.org/10.1111/j.1467-9620.2004.00348.x
Situmorang, K., Nugroho, D. Y., & Pramusita, S. M. (2020). English Teachers’ Preparedness in Technology Enhanced Language Learning During Covid-19 Pandemic – Students’ Voice. Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa & Seni Prodi Pendidikan Bahasa Inggris IKIP, 7(2), 57-67. https://doi.org/10.33394/jo-elt.v7i2.2973
Somera, S. L. (2018). Educator experiences transitioning to the blended learning environment in K-6 public schools, Order No. 10746266, No. 2019657254, ProQuest Dissertations & Theses Global, Ann Arbor, MI, available at: https://search-proquest-com.contentproxy.phoenix.edu/docview/2019657254?accountid=134061
Stanley, G. (2019). Introduction to remote language teaching. In Innovations in education. Remote teaching. London: British Council.
Starke-Meyerring, D., & Wilson, M. (eds). (2008). Designing globally networked learning environments: visionary partnerships, policies, and pedagogies. Sense Publishers.
Swanzen, R. (2018). Facing the Generation Chasm: The Parenting And Teaching Of Generations Y And Z. International Journal of Child, Youth and Family Studies, 9 (2), 125-130. https://doi.org/10.18357/ijcyfs92201818216
Swertz, C., Motteram, G., Philp, H., & Gonul, S. (2007). Language Learning with Certified Live Online Language Teachers: Teacher Manual. Licensed under the Creative Commons AttributionShare Alike 2.0 German License (http://creativecommons.org/licenses/bysa/2.0/de)