Technology, Pedagogy & Assessment: Challenges of COVID-19-Imposed E-Teaching of ESP to Saudi Female PY Students

Autor/inn/en	Alvi, Amatul Hafeez; Bilal, Syed Muhammad; Alvi, Aisha Abdul Rahim
Titel	Technology, Pedagogy & Assessment: Challenges of COVID-19-Imposed E-Teaching of ESP to Saudi Female PY Students
Quelle	In: Arab World English Journal, (2021), S.334-353 (20 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Bilal, Syed Muhammad) ORCID (Alvi, Aisha Abdul Rahim)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2229-9327
Schlagwörter	Foreign Countries; COVID-19; Pandemics; Females; Online Courses; School Closing; Educational Technology; Student Attitudes; Teacher Attitudes; Electronic Learning; English (Second Language); English for Special Purposes; Second Language Instruction; Barriers; College Students; College Faculty; Saudi Arabia + Suchen Sie Ihr Suchwort? Ausland; Weibliches Geschlecht; Online course; Online-Kurs; School closings; Schule; Schließung; Schließung (von Schulen); Unterrichtsmedien; Schülerverhalten; Lehrerverhalten; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Collegestudent; Fakultät; Saudi-Arabien
Abstract	The Coronavirus Disease (COVID-19) triggered substantial shifts in the education systems worldwide as teaching and learning have had to shift from face-to-face to an entirely virtual model due to the closure of educational institutes. The present paper is a descriptive-analytical investigation of the challenges of the current pandemic-imposed E-teaching of English for Specific Purposes (ESP) courses to female preparatory (PY) year students at King Khalid University (KKU). It identifies teachers' and students' responses about the ongoing issues with E-teaching of ESP with to put practical solutions to them. The study is conducted at The University Center for Girls' Studies- Al-Samir Campus-Abha during the academic year 2020-2021. Twenty English Language instructors at the English Language Center (ELC) and eighty students of the preparatory year at the College of Medicine enrolled in Intensive English Course (Njl-019) participated in the study. It adopts mixed qualitative methodology with the teachers' semi-structured interview and students' questionnaire as tools to collect data, and descriptive analysis as a method to interpret data. The study finds out reciprocity of teachers' and students' responses in pinpointing the factors posing serious challenges in teaching and learning ESP courses as majorly related to technology, pedagogy, and Assessment. Considering these challenges, the study puts forth practical suggestions to promote virtual teaching and learning of ESP courses. The suggested solutions are hoped to help providing successful standards for virtual ESP teaching and learning as per the constraints of quality modern education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01