COVID-19: Pedagogical Shift, and the Rise of Divergent Approaches

Autor/in	Abdullateef, Shifan Thaha
Titel	COVID-19: Pedagogical Shift, and the Rise of Divergent Approaches
Quelle	In: Journal of Language and Linguistic Studies, 18 (2022) 1, S.836-845 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Abdullateef, Shifan Thaha)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1305-578X
Schlagwörter	COVID-19; Pandemics; Teaching Methods; Educational Technology; Technology Uses in Education; Active Learning; English (Second Language); Second Language Instruction; Online Courses; College Faculty; Coping; Language Teachers; Foreign Countries; School Closing; Readiness; Technological Literacy; Psychological Patterns; Student Evaluation; Learner Engagement; Adjustment (to Environment); Saudi Arabia + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Aktives Lernen; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Online course; Online-Kurs; Fakultät; Bewältigung; Language teacher; Sprachunterricht; Ausland; School closings; Schule; Schließung; Schließung (von Schulen); Technisches Wissen; Schulnote; Studentische Bewertung; Saudi-Arabien
Abstract	The show must go on. Though the integration of technology into the learning process has been on a rise over the last decade, COVID-19 has made a dependency on technology inevitable as educational settings change from in-person instructions to virtual instructions. Due to sudden and challenging demands, the virus factor should not be considered a hindrance to the teaching and learning process. In fact, COVID-19 provides an opportunity to rethink and transform the conventional mode of teaching and learning. Thus, in this challenging era, it is imperative to shift from convergent pedagogical approaches to divergent approaches to promote active learning. The study aims to find the prevalent gap in the EFL context between online learning and instructional activities. The study adopts a mixed approach. First, it takes us through the journey of fifteen faculty members from the Department of English at Prince Sattam University, KSA in three stages: the Initiation stage (readiness), the exploration stage (pedagogy, student engagement, and assessment), and the adaptation stage (coping strategies). Second, it interprets data on the usage of digital tools by fifteen faculty members from the department during a span of ten months. The study relies on an open-ended questionnaire and data documented by the quality committee. Participants were provided with six open-ended questions that were analysed using thematic analysis, adopting a semantic coding approach. The results of the study point towards transforming pedagogy to face the challenges of online learning. The study suggests adopting divergent approaches to engage EFL learners and make the learning process effective and productive. (As Provided).
Anmerkungen	Journal of Language and Linguistic Studies. Hacettepe Universitesi, Egitim Fakultesi B Blok, Yabanci Diller Egitimi Bolumu, Ingiliz Dili Egitimi Anabilim Dali, Ankara 06800, Turkey. e-mail: jllsturkey@gmail.com; Web site: http://www.jlls.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01