Emergency Remote Teaching in Indonesia: A Missed Opportunity for Greater Learner Autonomy

Autor/inn/en	Defianty, Maya; Wilson, Kate
Titel	Emergency Remote Teaching in Indonesia: A Missed Opportunity for Greater Learner Autonomy
Quelle	In: TEFLIN Journal: A publication on the teaching and learning of English, 34 (2023) 1, S.21-38 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Defianty, Maya) ORCID (Wilson, Kate)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0215-773X
DOI	10.15639/teflinjournal.v34i1/21-38
Schlagwörter	Foreign Countries; COVID-19; Pandemics; School Closing; Distance Education; English (Second Language); Second Language Instruction; Language Teachers; Personal Autonomy; Barriers; Online Courses; High School Teachers; Communication Skills; Communicative Competence (Languages); Social Media; Indonesia + Suchen Sie Ihr Suchwort? Ausland; School closings; Schule; Schließung; Schließung (von Schulen); Distance study; Distance learning; Fernunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Language teacher; Sprachunterricht; Individuelle Autonomie; Online course; Online-Kurs; High school; High schools; Teacher; Teachers; Oberschule; Lehrer; Lehrerin; Lehrende; Kommunikationsstil; Communicative competence; Languages; Kommunikative Kompetenz; Sprache; Soziale Medien; Indonesien
Abstract	The sudden switch to learning from home during the COVID-19 pandemic impacted teachers across the world. In Indonesia, schools were closed from early March 2020 onwards. This paper presents the findings of a qualitative research project that investigated how Indonesian teachers of English responded to the challenges of Emergency Remote Teaching (ERT) and whether ERT would lead to greater learner autonomy. Ten teachers responded to an invitation to participate in focus groups and individual interviews on Zoom and to contribute examples of their lesson plans from the lockdown period. All teachers found that WhatsApp was the most efficient and effective platform for remote teaching, allowing synchronous and asynchronous sharing of audio, video and text-based materials. Despite the challenges of poor connectivity and lack of face-to-face contact, the teachers were able to continue involving their students actively in integrated, communicative tasks that pushed them to extend their communicative competence. Unexpectedly, however, the move to online teaching did not herald a shift towards greater learner autonomy. The data from this research shows that English language teaching in Indonesia is still firmly teacher-controlled despite the affordances of online learning. (As Provided).
Anmerkungen	Association for the Teaching of English as a Foreign Language in Indonesia (TEFLIN). Malang, East Java, 65145, Indonesia. TEFLIN Publication Division, Department of English, Faculty of Letters, Universitas Negeri Malang, Jalan Semarang 5, Tel: +62-341-570; http://journal.teflin.org/index.php/journal
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01