Author: Mihaela Brumen
Institution: University of Maribor
ORCID: https://orcid.org/0000-0001-8147-3026
Author: Špela Kovač Sanda
Institution: Bogojina Primary School
Author: Tomaž Bratina
Institution: University of Maribor
ORCID: https://orcid.org/0000-0002-8637-5529
Year of publication: 2022
Source: Show
Pages: 132-143
DOI Address: https://doi.org/10.15804/tner.22.67.1.10
PDF: tner/202201/tner6710.pdf

Global research studies on distance education in foreign language learning focus primarily on secondary schools or higher education. The paper examines primary school foreign language teachers’ (n=119) perceptions of distance teaching during the COVID-19 pandemic compared to face-to-face education. The purpose of the study was to investigate the quality, achieved learning outcomes, advantages and obstacles faced by FL teachers in remote teaching. Based on the e-questionnaire, our study indicated that distance FL teaching was more challenging and stressful than classroom teaching because primary school students were not responsive to technology and needed parental guidance. Primary school students rely on cognitive and socio-emotional support from the FL teacher.

REFERENCES:

  • Anderson, L. W. (2021). Schooling Interrupted: Educating Children and Youth in the Covid-19 Era. CEPS Journal, 11, 17-38. https://doi.org/10.26529/cepsj.1128
  • Bergmann, J., & Sams, A. (2015). Flipped Learning for Elementary Instruction. International Society for Technology in Education.
  • Bollinger, A. (2017). Foreign Language Anxiety in Traditional and Distance Learning Foreign Language Classrooms. Doctoral Dissertations and Projects. Liberty University.
  • Brown, H. D. (2007). Principles of language learning and teaching. Longman.
  • Echauri Galván, E., García Hernández, S., & Fernández-Gil, M. J. (2021). Teaching English Online during the National Lockdown: Students’ Perceptions and Experiences at a Spanish University, Revista de Lenguaje y Cultura, 26(3), 603-621. https://doi.org/10.17533/udea.ikala.v26n3a08
  • Graham, S. (2019). Innovations in Education. Remote Teaching. British Council.
  • Gregersen, T., Mercer, S., & MacIntyre, P. D. (2021). Language teacher perspectives on stress and coping. Foreign Language Annals, 1-19. https://doi.org/10.1111/flan.12544
  • Harmer, J. (2009). The Practice of English Language Teaching (4th edition). Person Education Limited.
  • Katić, S., Ferarro, F. V., Ambra, F. I., & Iavarone, M. L. (2021). Distance Learning during the COVID-19 Pandemic. A Comparison between European Countries. Education Sciences, 11(10), 595, 1-18. https://doi.org/10.3390/educsci11100595
  • Mäkipää, T., Hahl, K., & Luodonpää-Manni, M. (2021). Teachers’ Perceptions of Assessment and Feedback Practices in Finland’s Foreign Language Classes During the Covid-19 Pandemic. CEPS Journal, 11, Special Issue, 219-240. https://doi.org/10.26529/cepsj.1108
  • Marshall, D. T., Shannon, D. M., & Love, S. M. (2020). How teachers experienced the COVID-19 transition to remote instruction. Phi Delta Kappan, 102(3), 46-50. https://doi.org/10.1177/0031721720970702
  • Pinter, A. (2006). Teaching Young Language Learners. OUP.
  • Pituła, B., & Grzyb, B. (2021). Adaptation of Students to Educational Changes Caused by the COVID-19 Pandemic. The New Educational Review, 66(4), 47-56. DOI: 10.15804/ tner.2021.66.4.04
  • Richards, J. C., & Rodgers, T. S. (2014). Approaches and methods in language teaching. Cambridge University Press.
  • Rupnik Vec, T., Slivar, B., Zupanc Grom, R., Deutsch T., Ivanuš Grmek, M., Mithans, M., & Musek Lešnik, K. (2020). Analiza izobraževanja na daljavo v času prvega vala epidemije covida-19 v Sloveniji (Analysis of distance education during the first wave of the covida-19 epidemic in Slovenia). Zavod RS za šolstvo.
  • Slovenian National Institute of Education. (2021). Online classroom. https://www.zrss.si/stiki-s-prakso/podpora-pouku-na-daljavo
  • Štefanič Guštin, J. (2020). Pouk angleščine od doma (Online English Lessons). International online conference EDUvision 2020: »Delovanje izven okvirjev: učinkovite rešitve poučevanja in vrednotenja znanja na daljavo« (Working Outside the Box: Effective Solutions for Distance Learning and Assessment). Ljubljana.
  • Tomasik, M. J., Helbling, L. A., & Moser, U. (2021). Educational gains of in-person vs. distance learning in primary and secondary schools: A natural experiment during the COVID-19 pandemic school closures in Switzerland. International Journal of Psychology, 56(4), 566-576. https://doi.org/10.1002/ijop.12728
  • Wali, N. H. (2009). Eclecticism and language learning. Al-Fatih Journal, 39, 34-41.
  • Zamborová, K., Stefanutti, I., & Klimová, B. (2021). CercleS survey: impact of the COVID19 pandemic on foreign language teaching in Higher Education. Language Learning in Higher Education, 11(2), 269-283. https://doi.org/10.1515/cercles-2021-2032

Wiadomość do:

 

 

© 2017 Adam Marszałek Publishing House. All rights reserved.

Projekt i wykonanie Pollyart