Young Children's Perceptions of Emergency Online English Learning during the COVID-19 Pandemic: Evidence from Kazakhstan

Autor/inn/en	Hajar, Anas; Manan, Syed Abdul
Titel	Young Children's Perceptions of Emergency Online English Learning during the COVID-19 Pandemic: Evidence from Kazakhstan
Quelle	In: Innovation in Language Learning and Teaching, 17 (2023) 2, S.393-407 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hajar, Anas) ORCID (Manan, Syed Abdul)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1750-1229
DOI	10.1080/17501229.2022.2050735
Schlagwörter	Foreign Countries; English (Second Language); Second Language Instruction; Online Courses; COVID-19; Pandemics; School Closing; Grade 5; Student Attitudes; Videoconferencing; Social Media; Educational Technology; Teaching Methods; Barriers; In Person Learning; Tutoring; Student Experience; Telecommunications; Handheld Devices; Kazakhstan + Suchen Sie Ihr Suchwort? Ausland; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Online course; Online-Kurs; School closings; Schule; Schließung; Schließung (von Schulen); School year 05; 5. Schuljahr; Schuljahr 05; Schülerverhalten; Soziale Medien; Unterrichtsmedien; Teaching method; Lehrmethode; Unterrichtsmethode; Förderkonzept; Nachhilfeunterricht; Studienerfahrung; Telekommunikationstechnik; Kasachstan
Abstract	This qualitative study explores the English learning experiences of 30 Grade 5 students from three mainstream schools in Kazakhstan during the Covid-19 pandemic. It was informed by Benson et al.'s (2011) four-dimensional model of language learning beyond the classroom: (a) location (physical vs. virtual), (b) formality (formal vs. informal agents), (c) locus of control (other-directed vs. self-directed goals) and (d) pedagogy. Data were collected through online individual interviews and students' drawings. The data suggest that the participants' English teachers used mainly Zoom and WhatsApp platforms for delivering the online classes. The participants were critical of their English teachers' practices, particularly, the overuse of WhatsApp, the scarcity of co-operative activities and delays in responding to inquiries. Consequently, 16 participants (53%) were receiving face-to-face and virtual private tutoring in English (PT-E). Although face-to-face PT-E may be unsafe during the pandemic, PT-E was a parental strategy to free themselves from the burden of tracking their children's progress. The participants acted agentively, not only reflecting on the disadvantages of online education but also on its benefits, including its being more convenient and able to help them improve their self-reliance and technology skills. The pedagogical implications and areas for further research are suggested. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01