Emergency Remote English Language Teaching and Learning: Voices of Primary School Students and Teachers in Kazakhstan

Autor/inn/en	Hajar, Anas; Manan, Syed Abdul
Titel	Emergency Remote English Language Teaching and Learning: Voices of Primary School Students and Teachers in Kazakhstan
Quelle	In: Review of Education, 10 (2022) 2, (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hajar, Anas) ORCID (Manan, Syed Abdul)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
DOI	10.1002/rev3.3358
Schlagwörter	Grade 5; Elementary School Students; Elementary School Teachers; Women Faculty; English (Second Language); Second Language Instruction; COVID-19; Pandemics; School Closing; Distance Education; Online Courses; Interpersonal Relationship; Cooperation; Authentic Learning; Barriers; Program Effectiveness; Student Evaluation; Faculty Workload; Well Being; Homework + Suchen Sie Ihr Suchwort? School year 05; 5. Schuljahr; Schuljahr 05; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Frauenakademie; Weibliche Gelehrte; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; School closings; Schule; Schließung; Schließung (von Schulen); Distance study; Distance learning; Fernunterricht; Online course; Online-Kurs; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Co-operation; Kooperation; Schulnote; Studentische Bewertung; Well-being; Wellness; Wohlbefinden; Hausaufgabe
Abstract	This qualitative study documents the experiences of 38 Grade 5 students and their six female teachers from four state-maintained schools in Kazakhstan teaching/learning English during emergency remote teaching and learning (ERT&L). It was guided by Kearney et al.'s (2012) framework that provides three dimensions that influence individuals' teaching and learning experience when using technological devices: "personalisation," "collaboration" and "authenticity." The data collected through online individual interviews and students' drawings suggest that the participants asserted their agentive reflexivity and critical awareness of the advantages and drawbacks of their ERT&L experiences. Several teachers indicated that although ERT&L helped them make financial and professional gains, they had difficulty assessing their students' progress online, and work overload had negative impacts on their well-being and quality of life. Many students criticised some English teaching practices during COVID-19, including the allocation of more homework, and lack of co-operative activities and individual attention. The study has pedagogical implications and provides further evidence of the need for stakeholders to take the well-being of teachers into account, promote collaboration between different social actors and provide teachers with proper training in the use of online platforms. It also stresses the importance of using participatory research methods involving children to capture their thoughts and interpretation of their emergency remote learning experiences. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01