Arab World English Journal (AWEJ) 2nd Special Issue on Covid 19 Challenges January 2022 Pp.35-47
Teaching the Challenging Content of Phonology during Covid-19 Pandemic
Awad H. Alshehri
Department of English Language and Literature,
College of Languages and Translation, IMSIU, KSA
Received: 7/30/2021 Accepted: 12/8/2021 Published: 1/24/2022
This study aims to find the impact of the abrupt transition from traditional teaching to remote teaching of the phonology courses and how stakeholders dealt with such a shift. To this end, a descriptive approach was used, and data were collected using a questionnaire. The sample included students at English language programs (ELP) in some Saudi universities at levels 5 and 6 since they took the phonetics and phonology course at the beginning of the pandemic. There was an educational challenge during the coronavirus that compelled the conventional system of education to accept the status quo where educators found themselves obliged to shift abruptly from a traditional, face-to-face educational environment to fully online instruction. However, most of our Saudi academic institutions were not prepared for such a sudden and quick change. During the COVID-19 lockdown, language teachers in English Departments at Saudi Universities (ELP) resorted to the different type of teaching which depended mostly on technology where internet-wired personal computers or tablets played a significant role, and which expanded the scope of the teaching process and practically increased orientation on the teachers’ part. Moreover, students’ independence and self-teaching seemed to have increased, which could have influenced their cognition and skills. This study discussed the way language teachers in ELP dealt with the challenging content of the phonology course during Covid-19. The findings show that there were some problems at the beginning moving from traditional to virtual classes, where the students depended upon themselves and adapted to the change. The findings also showed that the teaching aids were not satisfactory enough to suit the purpose of the course.
Keywords: challenging content, COVID-19, ELP, learning strategies, online instruction, phonology, teaching strategies
Cite as: Alshehri, A. H. (2022). Teaching the Challenging Content of Phonology during Covid-19 Pandemic. Arab World English Journal (AWEJ) 2nd Special Issue on Covid 19 Challenges (2).35-47.
Al-Nofaie, H. (2020). Saudi University Students’ Perceptions towards Virtual Education during COVID-19 Pandemic: A Case Study of Language Learning via Blackboard. Arab World English Journal, 11(3), 4-20. DOI: https://dx.doi.org/10.24093/awej/vol11no3.1
Gromada, A., Richardson, D., & Rees, G. (2020). Childcare in a global crisis: The impact of COVID-19 on work and family life. United Nations.
Kameenui, E. J., & Carnine, D. W. (1998). Effective teaching strategies that accommodate diverse learners: ERIC.
Khatri, et al. (2020). YouTube as source of information on 2019 novel coronavirus outbreak: a cross sectional study of English and Mandarin content. Travel medicine and infectious disease, 35, 101636.
Lie, et al. (2020). Secondary school language teachers’ online learning engagement during the COVID-19 pandemic in Indonesia. Journal of Information Technology Education: Research, 19, 803-832.
Narasuman, S., Yunus, M., Md, R., & Kamal, A. A. (2011). Net generation student teachers: how tech-savvy are they?. Journal of Educators & Education/Jurnal Pendidik Dan Pendidikan, 26.
Oksana A. B., Olena Vasylivna, K., Oksana Pavlivna, K., & Valeriia Mykhaylivna, S. (2020). Using Distance EdTech for Remote Foreign Language Teaching During the COVID-19 Lockdown in Ukraine. Arab World English Journal (AWEJ) Special Issue on the English Language in Ukrainian Context. (Pp. 4-15)
Policy Briefing: Education During the COVID-19 Pandemic and Beyond. (2020). Available at: https://unsdg.un.org/resources/policy-brief-education-during-covid-19-and-beyond
Syahrin, S., & Salih, A. A. (2020). An ESL Online Classroom Experience in Oman during Covid-19. Arab World English Journal (AWEJ), 11(3), 42-55.
Wargadinata, W., Maimunah, I., Febriani, S. R., & Humaira, L. (2020). Mediated Arabic Language Learning for Higher Education in COVID-19 Situation. Izdihar: Journal of Arabic Language Teaching, Linguistics, and Literature, 3(1), 59-78.
Wilson, S. M., & Peterson, P. L. (2006). Theories of learning and teaching: What do they mean for educators? : National Education Association Washington, DC.
World Health Organization (2003). Emergencies preparedness, response. Available at: https://www.who.int/csr/sars/postoutbreak/en/.