Research Article
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Year 2023, Issue: 34, 1199 - 1216, 22.06.2023

Eda Tayşı Nuray Alagözlü

https://doi.org/10.29000/rumelide.1317426

Abstract

References

  • Adedoyin, O.B., & Soykan, E. (2020): Covid-19 pandemic and online learning: the challenges and opportunities. Interactive Learning Environments, https://doi.org/10.1080/10494820.2020.1813180
  • Amin, F. M., & Sundari, H. (2020). EFL students’ preferences on digital platforms during emergency remote teaching: Video Conference, LMS, or Messenger Application? Studies in English Language and Education, 7(2), 362-378.
  • Bolliger, D.U., & Wasilik,O. (2009). Factors influencing faculty satisfaction with online teaching and learning in higher education. Distance Education, 30 (1), 103-116.
  • Bozkurt, A., & Sharma, R.C. (2020). Emergency remote teaching in a time of global crisis due to CoronaVirus pandemic. Asian Journal of Distance Education, 15(1), 1-6.
  • Dornyei, Z. (2007). Research methods in applied linguistics: Quantitative, qualitative, and mixed methodologies. Oxford: Oxford University Press.
  • Durak, G., & Çankaya, S. (2020). Emergency Distance Education Process from the Perspectives of Academicians. Asian Journal of Distance Education, 15(2), 159-174. https://doi.org/10.5281/zenodo.4303782
  • Ferri, F., Grifoni, P., & Guzzo, T. (2020). Online Learning and Emergency Remote Teaching: Opportunities and Challenges in Emergency Situations. Societies, 10(4), 86. https://doi.org/10.3390/soc10040086
  • Hazaea, A.N., Bin-Hady, W.R.A., & Toujani, M.M. (2021). Emergency Remote English Language Teaching in the Arab League Countries: Challenges and Remedies. CALL-EJ, 22(1), 201-222.
  • He, W., & Xiao, J. (2020). The Emergency Online Classes During COVID-19 Pandemic: A Chinese University Case Study. Asian Journal of Distance Education, 15(2), 21-36. https://doi.org/10.5281/zenodo.4292664
  • Hodges, C., Moore, S., Lockee, B.,Trust, T.,& Bond,A.(2020). The Difference Between Emergency Remote Teaching and Online Learning. EDUCAUSE, https://er.educause.edu/articles/2020/3/the-difference-between-emergency-remote-teaching-and-online-learning
  • Huang, M., Shi, Y. & Yang, X. (2021). Emergency remote teaching of English as a foreign language during COVID-19: Perspectives from a university in China. International Journal of Educational Research and Innovation (IJERI), 15, 400-418.
  • Kumar, R. (2011). Research methodology: A step-by-step guide for beginners. Sage
  • Linh,L. T. N., Lam, N.T.,& Ngoc, N.H.( 2021). Using E-Learning Platforms in Online Classes: A Survey on Tertiary English Teachers' Perceptions. AsiaCALL Online Journal, 12(5), 34-53.
  • Liyanagunawardena, T. R. & Williams, S. A. (2021). Emergency remote education: Experience from Sri Lanka during Covid-19. Asian Journal of Distance Education, 16(1), 207-229. https://doi.org/10.5281/zenodo.4988349
  • Murphy, M.P.A. (2020). COVID-19 and emergency eLearning: Consequences of the securitization of higher education for post-pandemic pedagogy. Contemporary Security Policy, 41(3), 492-505. https://doi.org/10.1080/13523260.2020.1761749
  • Pete, J., & Soko, J. (2020). Preparedness for online learning in the context of Covid-19 in selected Sub-Saharan African countries. Asian Journal of Distance Education, 15(2), 37-47. https://doi.org/10.5281/zenodo.4292688
  • Rotas, E. E., & Cahapay, M. B. (2020). Difficulties in Remote Learning: Voices of Philippine University Students in the Wake of COVID-19 Crisis. Asian Journal of Distance Education, 15(2), 147-158. https://doi.org/10.5281/zenodo.4299835
  • Schlesselman, L.S. (2020). Perspective from a Teaching and Learning Center During Emergency Remote Teaching. American Journal of Pharmaceutical Education, 84(8), 1042-1044. DOI: https://doi.org/10.5688/ajpe8142
  • Schwartzman, R. (2020) Performing pandemic pedagogy. Communication Education, 69(4), 502-517. https://doi.org/10.1080/03634523.2020.1804602
  • Sharma, M., Onta, M., Shrestha, S., Sharma, M. R., & Bhattarai, T. (2020). The pedagogical shift during COVID-19 pandemic: Emergency remote learning practices in nursing and its effectiveness. Asian Journal of Distance Education, 16(1), 98-110. https://doi.org/10.5281/zenodo.4695275
  • Stewart, W. H., & Lowenthal, P. R. (2021). Experiences and perceptions of exchange students learning online during the COVID-19 pandemic in the Republic of Korea: An exploratory descriptive study. Asian Journal of Distance Education, 16(1), 119-140. https://doi.org/10.5281/zenodo.4782878
  • Talidong, K.J.B. (2020). Implementation of emergency remote teaching (ERT) among Philippine teachers in Xi’an, China. Asian Journal of Distance Education, 15(1), 196-201.
  • Trust,T.,& Whalen, J. (2020). Should Teachers be Trained in Emergency Remote Teaching? Lessons Learned from the COVID-19 Pandemic. Journal of Technology and Teacher Education, 28(2), 189-199.
  • Tue, H. N., & Hanh, L.D. (2021). Vocational English Teachers’ Challenges on Shifting Towards Virtual Classroom Teaching. AsiaCALL Online Journal, 12(3), 58-73.
  • Tumen Akyildiz, S. (2020a). College students’ views on the pandemic distance education: A focus group discussion. International Journal of Technology in Education and Science (IJTES), 4(4), 322-334.
  • Tumen Akyıldız, S. (2020b). Pandemi döneminde yapılan uzaktan eğitim çalışmalarıyla ilgili İngilizce öğretmenlerinin görüşleri (bir odak grup tartışması). RumeliDE Dil ve Edebiyat Araştırmaları Dergisi, (21), 679-696. https://doi.org/10.29000/rumelide.835811
  • Tumen Akyıldız, S., Çelik, V., & Ahmed, K.H. (2021). The Impact of Covid-19 Pandemic on EFL Classes through the Lenses of Secondary Learners. International Journal of Education, 9 (4), 389-406.
  • Turegun Çoban, B., & Kuyumcu Vardar, A. (2021). Evaluation of distance English language teaching education during COVID-19 pandemic from the perspectives of ELT student teachers and their instructors. Journal of Pedagogical Research, 5(3), 198-220. https://doi.org/10.33902/JPR.2021371746
  • Wilson, V. (2014). Research Methods: Triangulation. Evidence Based Library and Information Practice, 9(1), 74-75.

Emergency remote teaching: EFL instructors’ satisfaction with teaching online

Year 2023, Issue: 34, 1199 - 1216, 22.06.2023

Eda Tayşı Nuray Alagözlü

https://doi.org/10.29000/rumelide.1317426

Abstract

The purpose of this study was to investigate English language instructors’ satisfaction with teaching online in an emergency remote teaching context. A mixed-method approach was used for data collection in which both quantitative and qualitative methods were used. While the quantitative data of this study were collected through the Online Faculty Satisfaction Survey (OFSS) with the participation of 205 instructors, semi-structured interviews were conducted with 16 instructors to collect qualitative data. The quantitative data were analysed through descriptive statistics. The qualitative data from semi-structured interviews were analysed through content analysis. The findings indicated that the instructors were not satisfied with teaching online. Although the convenience and flexibility of online education created a sense of satisfaction among the instructors, students’ low levels of motivation, participation and attendance in online classes, the lack of face-to-face contact and interaction with the students, and students’ lack of technological equipment and internet connection problems were the most significant causes of the instructors' dissatisfaction with online teaching.

Keywords

satisfaction with teaching online emergency remote teaching online distance education online language learning

References

  • Adedoyin, O.B., & Soykan, E. (2020): Covid-19 pandemic and online learning: the challenges and opportunities. Interactive Learning Environments, https://doi.org/10.1080/10494820.2020.1813180
  • Amin, F. M., & Sundari, H. (2020). EFL students’ preferences on digital platforms during emergency remote teaching: Video Conference, LMS, or Messenger Application? Studies in English Language and Education, 7(2), 362-378.
  • Bolliger, D.U., & Wasilik,O. (2009). Factors influencing faculty satisfaction with online teaching and learning in higher education. Distance Education, 30 (1), 103-116.
  • Bozkurt, A., & Sharma, R.C. (2020). Emergency remote teaching in a time of global crisis due to CoronaVirus pandemic. Asian Journal of Distance Education, 15(1), 1-6.
  • Dornyei, Z. (2007). Research methods in applied linguistics: Quantitative, qualitative, and mixed methodologies. Oxford: Oxford University Press.
  • Durak, G., & Çankaya, S. (2020). Emergency Distance Education Process from the Perspectives of Academicians. Asian Journal of Distance Education, 15(2), 159-174. https://doi.org/10.5281/zenodo.4303782
  • Ferri, F., Grifoni, P., & Guzzo, T. (2020). Online Learning and Emergency Remote Teaching: Opportunities and Challenges in Emergency Situations. Societies, 10(4), 86. https://doi.org/10.3390/soc10040086
  • Hazaea, A.N., Bin-Hady, W.R.A., & Toujani, M.M. (2021). Emergency Remote English Language Teaching in the Arab League Countries: Challenges and Remedies. CALL-EJ, 22(1), 201-222.
  • He, W., & Xiao, J. (2020). The Emergency Online Classes During COVID-19 Pandemic: A Chinese University Case Study. Asian Journal of Distance Education, 15(2), 21-36. https://doi.org/10.5281/zenodo.4292664
  • Hodges, C., Moore, S., Lockee, B.,Trust, T.,& Bond,A.(2020). The Difference Between Emergency Remote Teaching and Online Learning. EDUCAUSE, https://er.educause.edu/articles/2020/3/the-difference-between-emergency-remote-teaching-and-online-learning
  • Huang, M., Shi, Y. & Yang, X. (2021). Emergency remote teaching of English as a foreign language during COVID-19: Perspectives from a university in China. International Journal of Educational Research and Innovation (IJERI), 15, 400-418.
  • Kumar, R. (2011). Research methodology: A step-by-step guide for beginners. Sage
  • Linh,L. T. N., Lam, N.T.,& Ngoc, N.H.( 2021). Using E-Learning Platforms in Online Classes: A Survey on Tertiary English Teachers' Perceptions. AsiaCALL Online Journal, 12(5), 34-53.
  • Liyanagunawardena, T. R. & Williams, S. A. (2021). Emergency remote education: Experience from Sri Lanka during Covid-19. Asian Journal of Distance Education, 16(1), 207-229. https://doi.org/10.5281/zenodo.4988349
  • Murphy, M.P.A. (2020). COVID-19 and emergency eLearning: Consequences of the securitization of higher education for post-pandemic pedagogy. Contemporary Security Policy, 41(3), 492-505. https://doi.org/10.1080/13523260.2020.1761749
  • Pete, J., & Soko, J. (2020). Preparedness for online learning in the context of Covid-19 in selected Sub-Saharan African countries. Asian Journal of Distance Education, 15(2), 37-47. https://doi.org/10.5281/zenodo.4292688
  • Rotas, E. E., & Cahapay, M. B. (2020). Difficulties in Remote Learning: Voices of Philippine University Students in the Wake of COVID-19 Crisis. Asian Journal of Distance Education, 15(2), 147-158. https://doi.org/10.5281/zenodo.4299835
  • Schlesselman, L.S. (2020). Perspective from a Teaching and Learning Center During Emergency Remote Teaching. American Journal of Pharmaceutical Education, 84(8), 1042-1044. DOI: https://doi.org/10.5688/ajpe8142
  • Schwartzman, R. (2020) Performing pandemic pedagogy. Communication Education, 69(4), 502-517. https://doi.org/10.1080/03634523.2020.1804602
  • Sharma, M., Onta, M., Shrestha, S., Sharma, M. R., & Bhattarai, T. (2020). The pedagogical shift during COVID-19 pandemic: Emergency remote learning practices in nursing and its effectiveness. Asian Journal of Distance Education, 16(1), 98-110. https://doi.org/10.5281/zenodo.4695275
  • Stewart, W. H., & Lowenthal, P. R. (2021). Experiences and perceptions of exchange students learning online during the COVID-19 pandemic in the Republic of Korea: An exploratory descriptive study. Asian Journal of Distance Education, 16(1), 119-140. https://doi.org/10.5281/zenodo.4782878
  • Talidong, K.J.B. (2020). Implementation of emergency remote teaching (ERT) among Philippine teachers in Xi’an, China. Asian Journal of Distance Education, 15(1), 196-201.
  • Trust,T.,& Whalen, J. (2020). Should Teachers be Trained in Emergency Remote Teaching? Lessons Learned from the COVID-19 Pandemic. Journal of Technology and Teacher Education, 28(2), 189-199.
  • Tue, H. N., & Hanh, L.D. (2021). Vocational English Teachers’ Challenges on Shifting Towards Virtual Classroom Teaching. AsiaCALL Online Journal, 12(3), 58-73.
  • Tumen Akyildiz, S. (2020a). College students’ views on the pandemic distance education: A focus group discussion. International Journal of Technology in Education and Science (IJTES), 4(4), 322-334.
  • Tumen Akyıldız, S. (2020b). Pandemi döneminde yapılan uzaktan eğitim çalışmalarıyla ilgili İngilizce öğretmenlerinin görüşleri (bir odak grup tartışması). RumeliDE Dil ve Edebiyat Araştırmaları Dergisi, (21), 679-696. https://doi.org/10.29000/rumelide.835811
  • Tumen Akyıldız, S., Çelik, V., & Ahmed, K.H. (2021). The Impact of Covid-19 Pandemic on EFL Classes through the Lenses of Secondary Learners. International Journal of Education, 9 (4), 389-406.
  • Turegun Çoban, B., & Kuyumcu Vardar, A. (2021). Evaluation of distance English language teaching education during COVID-19 pandemic from the perspectives of ELT student teachers and their instructors. Journal of Pedagogical Research, 5(3), 198-220. https://doi.org/10.33902/JPR.2021371746
  • Wilson, V. (2014). Research Methods: Triangulation. Evidence Based Library and Information Practice, 9(1), 74-75.
There are 29 citations in total.

Details

Primary Language English
Subjects British and Irish Language, Literature and Culture
Journal Section World languages and litertures
Authors

Eda Tayşı This is me 0000-0003-1670-3977

Nuray Alagözlü This is me 0000-0001-9868-4399

Publication Date June 22, 2023
Published in Issue Year 2023 Issue: 34

Cite

APA Tayşı, E., & Alagözlü, N. (2023). Emergency remote teaching: EFL instructors’ satisfaction with teaching online. RumeliDE Dil Ve Edebiyat Araştırmaları Dergisi(34), 1199-1216. https://doi.org/10.29000/rumelide.1317426
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