EFL Teachers' Perspective of Teaching Large Online Classes: Issues and Challenges
DOI:
https://doi.org/10.17507/jltr.1501.28Keywords:
challenges, EFL, large online classes, perspective, tertiary levelAbstract
This study aimed to explore Saudi tertiary English as a foreign language (EFL) teachers' perspective on teaching large online classes (LOCs) and investigate how they cope with the challenges associated with teaching. At the tertiary level, large class sizes have been the norm because of the restricted availability of teaching personnel and enormous student enrollments. A qualitative approach was used to collect data to achieve the aims of this study. Six EFL faculty members at Taif University English Language Centre were interviewed. The findings revealed that, notwithstanding the benefits of teaching LOCs, instructors encountered challenges due to a lack of student engagement, participation, motivation, technological issues, evaluating students and providing meaningful feedback, and classroom management. In addition, they suggested various ways to overcome these challenges.
References
Albogami, M. M. (2022). Do Online Classes help EFL Learners Improve their English Language skills? A Qualitative Study at a Saudi University. Arab World English Journal (AWEJ) 2nd Special Issue on Covid 19 Challenges, (2), 281-289. DOI: https://dx.doi.org/10.24093/awej/covid2.18
Akhter, T. (2020). Problems and challenges faced by EFL students of Saudi Arabia during COVID-19 pandemic. Rupkatha Journal on Interdisciplinary Studies in Humanities, 12(5), 1-7. DOI: https://dx.doi.org/10.21659/rupkatha.v12n5.rioc1s23n5
Alshehri, Y. A., Mordhah, N., Alsibiani, S., Alsobhi, S., & Alnazzawi, N. (2020). How the regular teaching converted to fully online teaching in Saudi Arabia during the coronavirus covid-19. Creative Education, 11(7), 985-996. DOI: 10.4236/ce.2020.117071
Alumari, M. M., Alkhatib, I. M. & Alrufiai, M. M. (2016). The reality and requirements of modern education methods–Electronic Learning. Economics and Administration Studies Journal (EASJ), 1(9), 37-55.
Anzovino, M. E., Mallia, V. A., Morton, M. S., Barker Paredes, J. E., Pennington, R., Pursell, D. P., ... & Lee, S. (2020). Insights and initiatives while teaching organic chemistry I and II with laboratory courses in the time of COVID-19. Journal of Chemical Education, 97(9), 3240-3245. DOI: https://doi.org/10.1021/acs.jchemed.0c00766
Ashraf, T. A. (2021). Problems of Teaching Overcrowded EFL Classes in Saudi Arabia. Language in India, 21(1), 81-97.
Atmojo, A. E. P., & Nugroho, A. (2020). EFL classes must go online! Teaching activities and challenges during COVID-19 pandemic in Indonesia. Register Journal, 13(1), 49-76. DOI: https://doi.org/10.18326/rgt.v13i1.49-76
Bahanshal, D. A. (2013). The Effect of Large Classes on English Teaching and Learning in Saudi Secondary Schools. English Language Teaching, 6(11), 49-59. DOI: http://dx.doi.org/10.5539/elt.v6n11p49
Bao, W. (2020). COVID‐19 and online teaching in higher education: A case study of Peking University. Human behavior and emerging technologies, 2(2), 113-115. DOI: https://doi.org/10.1002/hbe2.191
Biggs, J. (1999). Teaching for quality learning at university: What the student does. Buckingham: Society for research into higher education, Open University Press.
Cacheiro-Gonzalez, M. L., Medina-Rivilla, A., Dominguez-Garrido, M. C., & Medina-Dominguez, M. (2019). The learning platform in distance higher education: Student’s perceptions. Turkish Online Journal of Distance Education, 20(1), 71-95. DOI: https://doi.org/10.17718/tojde.522387
Cheung, C., & Cable, J. (2017). Eight principles of effective online teaching: A decade-long lessons learned in project management education. PM World Journal: a global resource for sharing knowledge in program and project management, 6(7), 1-16.
Coman, C., Țîru, L. G., Meseșan-Schmitz, L., Stanciu, C., & Bularca, M. C. (2020). Online teaching and learning in higher education during the coronavirus pandemic: Students’ perspective. Sustainability, 12(24), 1-24. DOI: https://doi.org/10.3390/su122410367
Creswell, J. W., Hanson, W. E., Clark Plano, V. L., & Morales, A. (2007). Qualitative research designs: Selection and implementation. The counseling psychologist, 35(2), 236-264.
Dashtestani, R. (2014). English as a foreign language—teachers’ perspectives on implementing online instruction in the Iranian EFL context. Research in Learning Technology, 22. DOI: https://doi.org/10.3402/rlt.v22.20142
Dian Erlina, D., Marzulina, L., & Kasinyo Harto, K. H. (2022). Challenges and Coping Strategies in Teaching English to Large Classes: The Case of Non-English-Speaking Higher Education. Challenges and Coping Strategies in Teaching English to Large Classes: The Case of Non-English-Speaking Higher Education, 12(1), 87-101.
Dorf, R. C. (2019). Educational Technology. In IEEE Transactions on Education, 12(1), 50-52. DOI: 10.1109/TE.1969.4320439.
Fansury, A. H., Januarty, R., & Ali Wira Rahman, S. (2020). Digital content for millennial generations: Teaching the English foreign language learner on COVID-19 pandemic. Journal of Southwest Jiaotong University, 55(3). DOI: https://doi.org/10.35741/issn.0258-2724.55.3.40
Farrah, M., & Al-Bakri, G. (2020). Online learning for EFL students in Palestinian universities during corona pandemic: advantages, challenges, and solutions. Indonesian Journal of Learning and Instruction, 3(2), 65-78. DOI: https://doi.org/10.25134/ijli.v3i2.3677
Farrell, A. M., Buckley, K., Glynn, M., Lowney, R., Smyth, S., & Stone, S. (2021). Moving large classes online: illuminating the experience of the sudden transition of large, face-to-face programmes to the online environment in Dublin City University, in response to the Covid-19 crisis. Technical Report. Dublin City University, Dublin.
Hornsby, D. J. (2020, June). Moving large classes online: Principles for teaching, learning and assessment. In Proceedings of the Pedagogy for Higher Education Large Classes (PHELC20) Co-located with 6th International Conferences on Higher Education Advances (HEAd’20), Valencia, Spain, 2–5. DOI: 10.5281/zenodo.3893426
Jiang, P., Namaziandost, E., Azizi, Z., & Razmi, M. H. (2023). Exploring the effects of online learning on EFL learners’ motivation, anxiety, and attitudes during the COVID-19 pandemic: a focus on Iran. Current Psychology, 42(3), 2310-2324. https://doi.org/10.1007/s12144-022-04013-x
Karaman, S. (2011). Nurses’ perceptions of online continuing education. BMC Medical Education, 11, 86. https://doi.org/10.1186/1472-6920-11-86
Kim, K. J., Liu, S., & Bonk, C. J. (2005). Online MBA students’ perceptions of online learning: Benefits, challenges, and suggestions. The Internet and Higher Education, 8(4), 335–344. https://doi.org/10.1016/j.iheduc.2005.09.005
Kohnke, L., & Moorhouse, B. L. (2022). Facilitating synchronous online language learning through Zoom. Relc Journal, 53(1), 296-301. https://doi.org/10.1177/0033688220937235
Kumar, R. (1996). Research Methodology: A Step by Step Guide for Beginners, 6, Bonhhill.
Lassoued, Z., Alhendawi, M., & Bashitialshaaer, R. (2020). An exploratory study of the obstacles for achieving quality in distance learning during the COVID-19 pandemic. Education sciences, 10(9), 232. DOI: https://doi.org/10.3390/educsci10090232
Lee, A. R. (2021). Breaking through digital barriers: Exploring EFL students’ views of Zoom breakout room experiences. Korean Journal of English Language and Linguistics, 21(1), 510-524. DOI: https://doi.org/10.15738/kjell.21..202106.510
Loh Epri, M. (2016). A case study on the impact of large classes on student learning. Contemporary PNG Studies, 24, 95-109.
Madalińska-Michalak, J., & Bavli, B. (2018). Challenges in teaching English as a foreign language at schools in Poland and Turkey. European Journal of Teacher Education, 41(5), 688-706. DOI: https://doi.org/10.1080/02619768.2018.1531125
Mahyoob, M. (2020). Challenges of e-Learning during the COVID-19 Pandemic Experienced by EFL Learners. Arab World English Journal (AWEJ), 11(4), 351-362. DOI: https://dx.doi.org/10.24093/awej/vol11no4.23
Martin, L., & Tapp, D. (2019). Teaching with Teams: An introduction to teaching an undergraduate law module using Microsoft Teams. Innovative Practice in Higher Education, 3(3), 58–66.
Moghal, S., Kazi, A. S., & Bukhari, A. (2019). Large classes and English language teaching and learning in Public sector secondary schools of Pakistan. Indonesian TESOL Journal, 1(1), 1-8.
Mulryan-Kyne, C. (2010). Teaching large classes at college and university level: Challenges and opportunities. Teaching in higher education, 15(2), 175-185. DOI: https://doi.org/10.1080/13562511003620001
Oraif, I., & Elyas, T. (2021). The impact of COVID-19 on learning: Investigating EFL learners’ engagement in online courses in Saudi Arabia. Education Sciences, 11(3), 99. DOI: https://doi.org/10.3390/educsci11030099
Rojabi, A. R. (2020). Exploring EFL Students' Perception of Online Learning via Microsoft Teams: University Level in Indonesia. English Language Teaching Educational Journal, 3(2), 163-173.
Siperto, B. (2018). Secondary School Teachers Experiences in Managing Large Classes: The Case of Secondary Schools in Buchosa District in Mwanza (Doctoral dissertation, The Open University of Tanzania).
Stanley, C. A., & Porter, M. (2002). Engaging large classes: Strategies and techniques for college faculty. Anker Publishing Company.
Todd, R. W. (2006). Why investigate large classes?. Reflections, 9, 1-12. Retrieved from https://so05.tci-thaijo.org/index.php/reflections/article/view/114271
Ur Rahman, M. M. (2020). Challenges and solutions of teaching English as a foreign language online during a global pandemic like Covid-19: Saudi EFL teachers’ perspectives. Journal of Southwest Jiaotong University, 55(6). DOI: https://doi.org/10.35741/issn.0258-2724.55.6.10
