Author: Valentina Gavranović
Institution: Singidunum University
Author: Marijana Prodanović
Institution: Singidunum University
Year of publication: 2021
Source: Show
Pages: 188-197
DOI Address: https://doi.org/10.15804/tner.21.64.2.15
PDF: tner/202102/tner6415.pdf

This paper reports on the results of interviews conducted with ESP teachers examining their attitudes towards different aspects of online language teaching. The aim of this case study is to investigate how confident the teachers feel while teaching online in synchronous mode and to examine whether this emotive attitude is in correlation with their prior experience in both formal and informal online environments. It also aims to establish correlations between the respondents‘ attitudes towards the degree of difficulties and challenges pertaining to teaching all language skills in an online education context. The findings derived from the analysis of the respondents‘ answers point out to the need to investigate the possibilities offered by digital technologies in order to help learners enhance their language skills and competencies.

REFERENCES:

  • Allen, I. E., Seaman, J., Poulin, R., & Straut, T. T. (2016). Online report card: Tracking online education in the United States. Babson Park: Babson Survey Research Group. http:// onlinelearningsurvey.com/reports/onlinereportcard.pdf.
  • Altbach, P. G., & De Wit, H. (2020). Postpandemic outlook for higher education is bleakest for the poorest. International Higher Education, 102, 3-5.
  • Arnó-Macía, E. (2012). The role of technology in teaching languages for specific purposes. Modern Language Journal, 96 (Focus Issue), 89-104.
  • Belcher, D.D. (2006). English for specific purposes: Teaching to perceived needs and imagined futures in worlds of work, study, and everyday life. TESOL Quarterly, 40, 133-156. doi:10.2307/40264514.
  • Bloch, J. (2013). Technology and ESP. In: B. Paltridge and S. Starfield (Eds.), The handbook of English for specific purposes (pp. 429-447). Chichester: Wiley-Blackwell.
  • Bugarski, R (1996). Uvod u opštu lingvistiku [Introduction in General Linguistics]. BIGZ: Beograd.
  • COVID-19 and Higher Education: Today and Tomorrow. Impact analysis, policy responses and recommendations (2020). IESALC. Retrieved from http://www.iesalc.unesco.org/en/wp-content/uploads/2020/05/COVID-19-EN-130520.pdf.
  • Cohen, L., Manion, L. and Morrison, K. (2005). Research methods in education. London and New York: Routledge.
  • Firmin, M. W. (2008). Structured interview. The Sage encyclopaedia of qualitative research methods. SAGE Publications. http://www.sage-ere-ference.com/research/Article_n435. html.
  • Huang, R.H., et al. (2020). Guidance on flexible learning during campus closures: Ensuring course quality of higher education in COVID-19 outbreak. Beijing: Smart Learning Institute of Beijing Normal University.
  • Juszczyk, S. & Kim, S. (2020). Distance Learning in the Polish and Korean Universities During COVID-19 Pandemic, The New Educational Review, 62 (4), 115-127. doi: 10.15804/tner.2020.62.4.10.
  • Kvale, S. (1996). Interviews. London: Sage Publications.
  • Lave, J. and Kvale, S. (1995). What is anthropological research? An interview with Jean Lave by Steiner Kvale. International Journal of Qualitative Studies in Education, 8 (3), 219-28.
  • Li, L. (2017). New Technologies and language learning. London: Macmillan Education Palgrave.
  • Mishra, C. (2000). Humanistic approach to education. Journal of NELTA, 5 (2), 26- 29.
  • Note de synthèse: L'éducation en temps de COVID-19 et après (2020. UN. Retrieved from https://www.un.org/sites/un2.un.org/files/policy_brief_-_education_during_covid19_and_beyond_french.pdf.
  • Prodanović, M, Gavranović, V. (2021). Students’ Satisfaction with Learning Experience in COVID-19 Imposed Virtual Education Environment. Revista Publicando, 8 (29), 124-13.
  • Pu, H. (2020). Implementing online ELT in the time of crisis: ordeal or opportunity? ELT Journal, ccaa030, https://doi.org/10.1093/elt/ccaa030.
  • Shcherbakova, I, A. & Ilina, M. S. (2019. Foreign Language Communicative Competence Formation of University Students by Using Interactive Teaching Methods, The New Educational Review, 57 (3), 173-183. doi: 10.15804/tner.2019.57.3.14.
  • Soraya García-Sánchez. (2016). Ubiquitous interaction for ESP distance and blended learners. Journal of Applied Research in Higher Education, 8 (4), 489 - 503.

Wiadomość do:

 

 

© 2017 Adam Marszałek Publishing House. All rights reserved.

Projekt i wykonanie Pollyart