Exploring the New Normal Practices in Thai University EFL Classrooms: Voices of the Teachers and Students

Marlon Domagco Sipe, Pragasit Sitthitikul

Abstract


This investigation, through a mixed-methods approach, explored the practices of university teachers and students under the new normal. Framed within Anderson’s (2004) Theory of Online Learning, this study was aimed at answering two research questions: (a) What do the teachers and students see as challenges in terms of teaching and learning English in the university classrooms?  (b) What are the proposed ways of effective teaching and learning in the new normal classroom situation? About 342 students and 25 teachers participated in the survey and a number of them, purposively chosen, took part in the interview. The Yamane formula was adopted to determine the sample size and that the participants for the survey were randomly selected. The findings revealed that teaching and learning had challenges in common – issues on participation, risks of cheating, internet, and disruption. The study also proposes a few ways on how to teach and learn English as a Foreign Language (EFL) effectively in the new normal. These include: having fast and stable internet, enabling of cameras, using laptop computers over smaller devices, having an online group for the class, among other suggestions. These challenges and proposed ways, however, can also be observed and applied in other non-EFL courses.

 

Keywords: EFL classrooms; mixed methods; new normal practices; teaching challenges; online learning


Full Text:

PDF

References


Adam, A. (2020). Sample size determination in survey research. Journal of Scientific Research & Reports, 26(5), 90-97.

Aithal, A. & Aithal, S. (2020). Development and validation of survey questionnaire experimental data – A systematical review-based statistical approach. Munich Personal RePEc Archive, 5(2), 233-251.

Allen, M. (Ed.) (2017). The sage encyclopedia of communication research methods. (Vols. 1-4). SAGE Publications. https://dx.doi.org/10.4135/9781483381411.

Alshenqeeti , H. (2014). Interviewing as a data collection method: A critical review. English Linguistics Research, 3(1), 39-44.

Alolaywi, Y. (2021). Learning in Crisis: An Investigation of Saudi EFL learners’ Perceptions of E-learning During the COVID-19 Pandemic. Asian EFL Journal Research Articles. 28(2.3), 98-119.

Aljuaid, H. (2021). Online Learning of English Language Courses via Blackboard at Saudi Universities During Covid-19: Challenges and Difficulties. The Journal of Asia TEFL, 18(3), 745-1070.

AlTameemy, F. & Alrefaee, Y. (2021). Impact of Covid-19 on English Language Teaching in Yemen: Challenges and Opportunities. TESOL International Journal, 16(4.4), pp. 234-248.

Anderson, T. (2004). Toward a theory of online learning. Theory and Practice of Online Learning. https://www.academia.edu/704637/Towards_a_theory_of_online_learning.

Budiningsih, C., Rahmadona, H., & Rahmadona, C. (2019). The Development of Blended Learning Theories of Learning Course for Educational Technology Student in FIP UNY. [Presented in International Conference on Meaningful Education] KnE Social Sciences, pages 170–182.

Famularsih, S. (2020). Students’ experiences in using online learning applications due to COVID-19 in English classroom. Studies in Learning and Teaching, 1(2), 112-121. https://doi.org/10.46627/silet.v1i2.40

Harpe, S.E. (2015). Review. How to analyze Likert and other rating scale data. Currents in Pharmacy Teaching and Learning (7), 836–850.

Khalil, M., Meguid, E. & Elkhider, I. (2018). Teaching of Anatomical Sciences: A blended learning approach. Clinical Anatomy, 31(3). 10.1002/ca.23052.

Kintu, M.J., Zhu, C. & Kagambe, E. (2017). Blended learning effectiveness: The relationship between student characteristics, design features and outcomes. Int J Educ Technol High Educ 14(7). https://doi.org/10.1186/s41239-017-0043-4

Krishnapatria, K. (2020). From ‘lockdown’ to letdown: Students’ perception of e-learning amid the Covid-19 outbreak. ELT in Focus, 3(1), 1–8. https://doi.org/10.35706/eltinfc.v3i1.3694

Kumar, V. & Sharma, D. (2021). E-learning theories, components, and cloud computing-based learning platforms. International Journal of Web-Based Learning and Teaching Technologies, 16(3), pp.1-16.

Naciri, A., Baba, M. A., Achbani, A., & Kharbach, A. (2020). Mobile learning in higher education: Unavoidable alternative during COVID-19. Aquademia, 4(1). https://doi.org/10.29333/aquademia/8227

President is satisfied with WU Online Teaching. (2020). https://www.wu.ac.th/en/news/17782.

Redinger, J., Cornia, P., & Albert, T. (2020). Teaching during a pandemic. Journal of Graduate Medical Education, 12(4), 403-405.

Schoonenboom, J. &, Johnson, R.B. (2017). How to construct a mixed methods research design. Köln Z Soziol, 69, 107–131.

Singh S. (2003). Simple random sampling. In S. Singh (Ed.), Advanced sampling theory with applications (pp. 71-136). Springer.

Somsathan, P. & Sanjaiprom, S. (2021). Learning online preparedness during the COVID-19 pandemic in Thailand. Journal of MCU Peace Studies, 9(3), 884-894.

Soni, V. D. (2020). Global impact of E-learning during COVID 19. SSRN. https://doi.org/10.2139/ssrn.3630073

Sukman, K. & Mhunkongdee, T. (2021). Thai EFL learners’ voices on learning English online during the Covid-19 pandemic. International Journal of English Language Teaching, 9 (2), 1-9.

Tashakkori, A. & Creswell J.W. (2007). Editorial. The new era of mixed methods. Journal of Mixed Methods Research, 1(1), 3-7. Sage Publications.

Thomas, D. (2020). Thailand university students’ e-learning behavior during the global pandemic. Human Behavior, Development and Society, 21(4), 57-65.

Thumvichit, A. (2021). English language teaching in times of crisis: Teacher agency in response to the pandemic-forced online education. Journal of Teaching English with Technology, 21(2), 14-37.

Turner, D.W. III (2010). Qualitative interview design: A practical guide for novice investigators. The Qualitative Report, 15(3), 754-760.

Usak, M., Masalimova, A. R., Cherdymova, E. I., & Shaidullina, A. R. (2020). New playmaker in science education: COVID19. Journal of Baltic Science Education, 19(2), 180-185. https://doi.org/10.33225/jbse/20.19.180




DOI: http://dx.doi.org/10.17576/3L-2022-2802-04

Refbacks

  • There are currently no refbacks.


 

 

 

eISSN : 2550-2247

ISSN : 0128-5157