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Karibayeva Lazzat
Challenges in Online Education in the Context of English Language Teaching and Learning
(Master student at Suleyman Demirel University)
Abstract
After sudden and abrupt changes due to the pandemic outburst during 2019—2021, many students and teachers had to experience all the benefits and drawbacks of remote study and work. Flexibility and easy access as opposed to the internet connection and technology failure, unfamiliar technological tools and the lack of personal communication were the issues that caused mixed perceptions towards studying under the conditions of being locked at home. This article seeks to explore the challenges that learners faced over the recent two years. However, apart from evaluating what issues are engendered by the exposure to distance learning, this paper addresses the challenges in learning English remotely by investigating and elaborating on solutions suggested by researchers in this area. The paper concludes by outlining recommendations for English language teachers to make the process of distance learning less challenging.
Keywords: online education, distance learning, student perception, challenges of remote learning, technology, TEFL (teaching English as a foreign language), traditional learning, face-to-face education, distance mode of teaching.
Introduction
Nowadays, various activities can be comfortably implemented via smartphone applications or numerous websites. In addition, reading books, searching for information, as well as socializing with peers, are likely to be readily accessible at any time on the screens of personal electronic gadgets. Not surprisingly, modern technology has impacted teaching practices which, in turn, have undergone significant transformations by relocating to web-assisted environments. In 2012, at a university lecture, professor Andrew Delbanco pointed out that «your French teacher may be a version of Siri on your smartphone». (Romeo, 2012).
Moreover, the years 2019 – 2021 witnessed unprecedented growth in the number of virtual courses and lessons conducted by school teachers and university professors. The sudden increase was directly linked to the compelled transition to the distant mode of teaching. Although online learning seems still to be demanded, some experts, educators, and learners claim that e-learning is not as effective and engaging as brick-and-mortar classrooms (Irfan & Iman, 2020). Therefore, it is important to compare whether more preference is still given to face-to-face education alongside consideration of challenges that learners encounter while studying online. In the light of the recent growth in the demand for online teaching, a great majority of young individuals may have changed their attitudes, shifting positively or negatively, towards remote classes. In particular, learning a foreign language may even be challenged due to the lack of real-time, face-to-face interaction with a person since communicative practice is likely to be affected by the inconveniences of an online learning environment.
The value of this study will be in obtaining empirical data which will help to explore the factors that English language learners found as crucial and beneficial for achieving