Digital Learning and the ESL Online Classroom in Higher Education: Teachers' Perspectives

Autor/in	Lo, Noble Po-kan
Titel	Digital Learning and the ESL Online Classroom in Higher Education: Teachers' Perspectives
Quelle	In: Asian-Pacific Journal of Second and Foreign Language Education, 8 (2023), Artikel 24 (22 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Lo, Noble Po-kan)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
DOI	10.1186/s40862-023-00198-1
Schlagwörter	Electronic Learning; Second Language Learning; English (Second Language); Higher Education; Foreign Countries; Language Teachers; Teacher Attitudes; Distance Education; Educational Benefits; COVID-19; Pandemics; Educational Technology; Online Courses; Hong Kong + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; English as second language; English; Second Language; Englisch als Zweitsprache; Hochschulbildung; Hochschulsystem; Hochschulwesen; Ausland; Language teacher; Sprachunterricht; Lehrerverhalten; Distance study; Distance learning; Fernunterricht; Bildungsertrag; Unterrichtsmedien; Online course; Online-Kurs; Hongkong
Abstract	This study explores teachers' perspectives with regards to teaching English in virtual classrooms, specifically with regards to teaching English as a second language within the context of emergency remote learning in Hong Kong during COVID-19. Through undertaking thematic analysis of six interviews with English language teachers at a university in Hong Kong, this study explores how teachers view the benefits, challenges and personal and professional consequences of the shift to emergency remote teaching during the pandemic. Taking a social constructivist approach to the topic, the study also seeks to uncover how teachers view such provisions as being improved under future emergencies and with respect to online English language teaching moving forwards generally. This research topic contributes both to a longstanding debate on the ways in which digital technologies can enhance education and language learning, as well as the emerging body of literature examining how teachers and students have responded to the implementation of digital learning in online classrooms during the COVID-19 pandemic. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01