It is a widespread and strongly supported assumption in the educational arena that the integration of technology into language classrooms can lead to improved teaching and learning with a positive impact on language learners’ proficiency level. The current situation with the COVID-19 pandemic has provided language teachers with great many potential opportunities to implement online applications and instruments to develop learners’ language proficiency. In contrast to the previous norms of EFL classrooms, where technology integration used to be an important albeit a subsidiary component, the current COVID-19 state has put online teaching on the foreground as it is purely a techno-led teaching scenario. However, with the integration of technology-based learning strategies, challenges faced by EFL teachers have also increased. The current study aims to study technology-integrated classrooms and address the challenges before EFL teachers in Saudi Arabia during the COVID-19 pandemic. To have a clear instrument development of data and research findings, the Exploratory Sequential Mixed Method Design was selected by the researcher after using a blend of questionnaires and online interview techniques. For data collection, 50 language instructors at the English Language Institute (King Abdulaziz University) participated in the research. Due to the pandemic control lockdown state, these teachers were teaching an online Module from March-May 2020. The research design was focused on obtaining data based on two aspects: 1. Investigating the positive impact of technology integration in online EFL classrooms during the COVID-19 pandemic. 2. Addressing the challenges faced by the teachers in techno-led online classes during the COVID-19 era. The research findings indicated that despite having access to various techno-led applications and techniques including the blackboard ultra, podcasting, vodcasting etc., still there were many challenges faced by Saudi language instructors. The most common challenges included, but were not limited to, the inability to have access to the modern equipment, interrupted or weak internet connection, learners’ low motivation level and attention deficit. Despite these issues, however, many language instructors reported a positive inclination towards the use of technology in EFL online classes. The findings of the study shed light on the productive use of techno-led online EFL classrooms, focusing on strategic skill-based learning taking place and establishing a strong virtual link between the instructors and learners. Furthermore, the results of this study would help policymakers, trainers, EFL teachers and professional development experts with the current aspects of COVID-19 and the pending issues determining technology integration in EFL online classrooms, thus enabling them to make better-informed decisions.

https://www.journals.aiac.org.au/index.php/IJALEL/article/download/6376/4457

Technology Integrated Online Classrooms and the Challenges Faced by the EFL Teachers in Saudi Arabia during the COVID-19 Pandemic

This review examined the studies on the role of technology-based English as a foreign language (EFL) academic motivation. A significant positive correlation between academic motivation and educational technology use has been approved in related studies. However, there is a dire need for studying the effect of Mobile-Assisted Language Learning (MALL) and Computer-Assisted Language Learning (CALL) on learners’ motivation. The literature showed that purposeful attractiveness, effectiveness, and usefulness of digital instruments can positively affect learner motivation. There are also some reasons for increasing learner motivation in educational technology contexts, such as learners’ integration with the community, familiarising with different societies and cultures, input flooding opportunities, engagement in academic contexts, and interaction with native speakers. In the end, the paedagogical implications are expounded to promote the learners’ grit and diminish anxiety for better performance. This review also provides suggestions for further research to clarify our perspective on emotional variables like motivation.

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Toward Technology-Based Education and English as a Foreign Language Motivation: A Review of Literature

The swift development of technology has had a considerable effect on teaching, especially in foreign language classes, and the rising procedure of using creative technology to help teachers’ instruction and learning indicates the growing domination of technology in academic environments. In addition, teacher professional development significantly affects enhancing the teaching quality, especially the quality of educational activities within the class. Nevertheless, the shortage of workshops on professional development education made educators reliant on informal education where they worked and learned collectively with classmates in mini-groups to enhance their technology usage. The functions of technology-based instruction in the process of learning have not been taken into account in the professional development programs in the Chinese context so far, and consequently, this review takes a look at this issue. In a nutshell, this review of literature has suggestions for academics, theoreticians, and experts in search of inspecting the roles of technology in teacher professional development programs.

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The Role of Technology-Based Education and Teacher Professional Development in English as a Foreign Language Classes

The outbreak of COVID-19 pandemic has had unprecedented effects on education. The sudden shift to online classes along with strict physical distancing measures in the pedagogical settings require educators to reconsider all aspects involved in teaching and learning. Teachers as important stakeholders must grapple with the challenges caused by the abrupt transition to remote teaching and learning. Hence, using a qualitative case study, the present study set out to find how two Iranian experienced English language teachers at Persian Gulf University faced with the challenges after COVID-19 came into effect halfway through the university semester. To achieve this goal, the researchers conducted in-depth semi-structured interviews with two teachers at different times during the course. Besides, the teachers were asked to provide a descriptive account of how they dealt with the pandemic in their teaching context. The findings showed that after the shift to online teaching, the two teachers initially encountered several pedagogical, technological, institutional and affective challenges; however, as the course proceeded, they could find solutions to cope with the new situation. The teachers recounted problems that remained and negatively affected their practice. Overall, the authors discuss that to continue the education in the new online mode several pedagogical and administrative measures should be taken. Further, the results of the present study provide directions for the teachers who need to adjust their practice in the current time of virtual education.

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Iranian EFL Teachers’ Challenges and Coping Strategies During COVID-19 Pandemic: A Case Study

Concerning the ubiquity of social media, this research tried to examine the impacts of using Telegram on Iranian EFL learners’ foreign language motivation, foreign language anxiety, and attitude toward learning. To achieve these purposes, 60 Iranian EFL learners at the intermediate level were selected and randomly divided into two groups: experimental and control. After that, both groups were pretested on motivation and anxiety variables. After pretesting, the participants in the experimental class received treatment via using the Telegram application, and the control students were trained traditionally without using any social media. After an 18-session instruction, a post-test of motivation and a post-test of anxiety were given to both groups, and also an attitude questionnaire was distributed among the experimental group to inspect their attitudes toward the Telegram application in language learning. The results of using two one-way ANCOVA tests showed significant differences between the post-tests of the control and experimental groups in favor of the experimental group. The findings demonstrated that using the Telegram application increased the motivation of the experimental group and decreased their level of foreign language anxiety. Also, the results of one sample t-test showed that the participants of the experimental group held positive attitudes toward using the Telegram application in English language learning. The implications of this research can encourage both teachers and learners to use social media-based instruments in English teaching and learning.

Social media and academic success: Impacts of using telegram on foreign language motivation, foreign language anxiety, and attitude toward learning among EFL learners

The approach towards teaching and learning has drastically changed with the advent of technology. Classrooms are no longer what they used to be. The traditional spaces fitted with blackboards and c...

Vibhor Khetrapal

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