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Emergency Distance Education Experiences of EFL Instructors and Students During the COVID-19 Pandemic

Emergency Distance Education Experiences of EFL Instructors and Students During the COVID-19... This qualitative phenomenological study was designed to gain an in-depth understanding of the lived experiences of English as a Foreign Language (EFL) instructors and learners with emergency distance education in response to the COVID-19 pandemic using the lens of the Technological Pedagogical Content Knowledge (TPACK) model. Data was collected through a survey including open-ended questions and a series of in-depth interviews with participants from a large state university. The content analysis method was used for the data analysis. Our research showed that instructors experienced challenges of emergency distance education, emotional stress due to the uncertainties and unplanned nature of the abrupt shift. The findings also identified issues that affect instructors’ and students’ motivation such as unstable internet connection, lack of student–teacher and peer interaction, as well as insufficient resources and access due to the digital divide. Implications for improving the teacher training programs and teachers’ application of the TPACK framework are discussed. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Adult Learning SAGE

Emergency Distance Education Experiences of EFL Instructors and Students During the COVID-19 Pandemic

Kamisli, Merih Ugurel; Akinlar, Aylin
Adult Learning , Volume 34 (4): 14 – Nov 1, 2023
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References (28)

Publisher
SAGE
Copyright
© 2022 The Author(s)
ISSN
1045-1595
eISSN
2162-4070
DOI
10.1177/10451595221094075
Publisher site
See Article on Publisher Site

Abstract

This qualitative phenomenological study was designed to gain an in-depth understanding of the lived experiences of English as a Foreign Language (EFL) instructors and learners with emergency distance education in response to the COVID-19 pandemic using the lens of the Technological Pedagogical Content Knowledge (TPACK) model. Data was collected through a survey including open-ended questions and a series of in-depth interviews with participants from a large state university. The content analysis method was used for the data analysis. Our research showed that instructors experienced challenges of emergency distance education, emotional stress due to the uncertainties and unplanned nature of the abrupt shift. The findings also identified issues that affect instructors’ and students’ motivation such as unstable internet connection, lack of student–teacher and peer interaction, as well as insufficient resources and access due to the digital divide. Implications for improving the teacher training programs and teachers’ application of the TPACK framework are discussed.

Journal

Adult Learning – SAGE

Published: Nov 1, 2023

Keywords: emergency distance education; phenomenological study; the COVID-19 pandemic; English as a Foreign Language; TPACK

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