INTRODUCTION
Rationale for the study
Since early 2020, the COVID-19 pandemic has resulted in significant loss of life and posed unprecedented challenges to public health, food systems, economies, and the workforce The widespread economic and social disruption has been devastating, particularly in the education sector Almost all educational institutions worldwide, including schools, universities, and private centers, were compelled to suspend in-person classes as a non-pharmaceutical measure to curb the virus's spread.
In response to the unexpected public health emergency, the transition from face-to-face to online learning was a necessary policy to ensure the safety of teachers, staff, students, and society By April 2020, lockdown measures were nearly universal, impacting over 90% of students globally across almost 200 countries and affecting more than 1.5 billion learners This mass school closure served as a swift solution implemented under less-than-ideal conditions.
On April 1, 2020, Vietnam implemented nationwide social distancing measures to curb the spread of the coronavirus, urging citizens to stay home Despite these challenges, the Ministry of Education and Training (MOET) emphasized the importance of continuing education by promoting online teaching through various platforms such as Zoom, Trans, and Team Link This rapid transition from in-person classes to online learning presented significant challenges for both educators and students, as it occurred with minimal preparation.
This thesis, therefore, was carried out to explore teachers and students’ opinions of online teaching and learning in terms of good sides and bad sides
I also identify the challenges both teachers and learners had to encounter when they got used to this new teaching and learning method
Aims of the study
This study explores the responses of students and teachers to the transition to forced online teaching during the COVID-19 lockdown, highlighting both the benefits and drawbacks of this shift Additionally, it provides insights into the online learning experience during the pandemic and suggests necessary changes to enhance the effectiveness of teaching and learning through online applications.
Research question
To achieve the aim the answer to the following questions were sought:
(1) What benefits and challenges do EFL teachers and students face when carrying out online learning and teaching during the COVID-19 pandemic?
(2) What changes should be made to improve the quality of online learning?
Research method
This study employed a qualitative research approach, gathering data through narratives from teachers and students Participants included English teachers and students from classes 11A1 and 11A6 at Van Xuan-Hoai Duc High School Open-ended written questions were utilized to explore their insights on the benefits and challenges of online teaching and learning.
Scope of the study
The study is a survey study, therefore, it focuses on the teachers’ and students’ narratives of their experience of forced online teaching and learning regarding the following aspects:
Students (in term of English level, the usefulness and the appeal of the online teaching as perceived by learners)
Benefits and drawbacks of online teaching: what merits and difficulties both teachers and students have had over the period
Satisfaction (in terms of how much students are engaged in the lessons)
Methodology (in terms of types of tasks, exercises, and online teaching-learning techniques in comparison with face-to-face classes)
During the COVID-19 pandemic, a study was conducted to evaluate students' performance and results in a high school in Hanoi, focusing on their progress in online learning compared to traditional face-to-face instruction Data collected from two classes revealed insights into the effectiveness of online teaching methods and their impact on student learning outcomes.
Overview of the study
The study is organized into 5 main chapters as follows:
Chapter 1 discusses the social background to the study and statement of problem, the aims, the research method and the overview of the thesis
Chapter 2 presents a review of literature, concentrating on the role of technology in education in general and in online teaching particular, the social background of the study, the definition of online learning and online teaching as well as different forms of online learning Then, it presents major advantages and disadvantages of online learning in general It also discusses the differences of online learning and offline classes Next, the chapter presents some teachers’ cognition in online language teaching especially during the Covid-19 pandemic And it also points out some previous studies about online teaching
Chapter 3 describes the research methodology adopted in the study, the data collection instruments, the subjects, as well as the data collection procedures Chapter 4 discusses the findings of the study, pointing out the strengths and challenges of online learning based on the personal sharing of both teachers and students who are directly involved in online teaching and learning
Chapter 5 suggests solutions to improve the quality and the efficiency of online teaching and learning as well as directions for further research and concludes the study.
LITERATURE REVIEW
The role of technology in education and online learning
Technology plays a crucial role in enhancing education by significantly improving productivity and transforming teaching methods By integrating digital learning tools into classrooms, it boosts student engagement and motivation, while also accelerating the learning process This shift towards connected teaching models showcases the profound impact technology has on both teaching and learning experiences.
In today's online education landscape, technology plays a crucial role, offering complete online classes, access to high-quality eBooks, and diverse courses in students' native languages A variety of technologies enhance online learning, with multimedia technology—integrating video, sound, and images—being particularly effective in conveying information For instance, YouTube videos exemplify multimedia by utilizing audio and visuals to communicate ideas, while mobile apps also serve as valuable multimedia resources in the educational realm.
Interactive resources, including technology tools for collaboration, enhance communication between teachers and students Platforms like Google and Facebook facilitate various forms of interaction, making learning more engaging and effective.
In online classrooms, communication tools like Time and Skype enable video and audio conferencing, fostering real-time interaction Additionally, interactive resources such as blogs and discussion threads enhance discussions, allowing students to post questions and engage with each other Most online learning platforms incorporate threaded discussion forums, creating an environment for collaborative learning The diagram below illustrates various technological resources that both teachers and students can utilize to enrich their online educational experience.
Figure 2.1: Types of Technology Available to Online Courses
Online learning and the integration of open educational resources significantly boost educational productivity by accelerating learning rates, lowering costs related to instructional materials and program delivery, and optimizing the use of teachers' time.
When integrating technology into online teaching, it is essential to evaluate the technological proficiency of students, including their ability to install software and any prior programming experience Understanding these skills helps determine if the technology will facilitate or obstruct learning Additionally, the chosen technology must be compatible with various platforms, ensuring accessibility on PCs, Macs, and tablets without requiring personal information like Social Security numbers Instead, students should access the technology through a course link or their student ID, promoting a secure and user-friendly learning environment.
Technology plays a crucial role in education, particularly in online teaching However, the current landscape of online education differs significantly from traditional online courses, as these lessons lack the support of physical classrooms Unlike specialized programs such as IELTS or TOEIC, these remote classes are categorized as fully online or forced online and rely on textbooks originally intended for in-person instruction.
Online language learning (OLL) encompasses various approaches, including web-facilitated, blended, and fully online learning During the COVID-19 pandemic, secondary school students and teachers in English as a Foreign Language (EFL) contexts have primarily engaged in fully online language learning due to the inability to meet face-to-face (Blake, 2011).
The abrupt shift from in-person to remote teaching due to the COVID-19 pandemic has presented various challenges and opportunities for educators and students alike This research explores how English as a Foreign Language (EFL) teachers adapted to online learning and the obstacles they faced during this transition Literature highlights the concept of 'emergency remote teaching' and identifies issues such as inadequate online teaching infrastructure, teachers' lack of experience, limited access to resources for students, and the complexities of home learning environments.
This research explores the experiences of secondary school teachers at a high school in Hanoi regarding online English as a Foreign Language (EFL) learning during the unexpected shift caused by the COVID-19 pandemic It enhances understanding of the methods employed by EFL teachers in Vietnam under unprepared circumstances and highlights the challenges they faced while implementing online learning.
What is online learning ?
Online learning is an educational experience that primarily utilizes the Internet for communication and content delivery According to Dr Allison Powell, Vice President of State and District Services, it allows students to access lectures and learning materials remotely, enabling them to study from home rather than in a traditional classroom setting.
Online learning encompasses various formats, including virtual learning, distance learning, homeschooling, blended learning, and e-learning It can be categorized into full online (or forced online) and partial online education Online teaching, as defined by Oberlo, involves educating individuals through the internet, utilizing diverse methods such as one-on-one video calls, group video calls, and webinars.
Different forms of online learning
2.3.1.Virtual learning: Virtual learning is similar to online learning but a bit more formal.With virtual learning, you are taking an in-person element and making it available online ( Pierre Dillenbourg)
2.3.2 E-learning: It is a learning system which is based on formalized teaching but with the help of electronic resources While teaching may be based in or out of the classrooms, the use of computers and the Internet forms the main component of E-learning Earlier, it was not accepted wholeheartedly as it was supposed that this system lacked the human element which is required in learning (Valentina Arkorful)
2.3.3 Distance learning: Traditionally it is more of a corporate training method Either way, a more formal learning program implemented by organizations and educational institutions (Valentina Arkorful)
2.3.4 Blended learning: The term blended learning is used to describe a solution that combines several different delivery methods, such as collaboration software, Web-based courses, and knowledge management practices Blended learning also is used to describe learning that mixes various event-based activities, including face -to-face classrooms, live e- learning.( By Purnima Valiathan)
Advantages and disadvantages of online learning
Online learning is becoming increasingly popular, with many traditional institutions offering free courses This method provides a convenient way to gain knowledge across various fields, serving as a viable alternative for those who lack the time or financial resources for in-person classes Understanding the advantages and disadvantages of online learning is crucial for educators, as it enables them to develop effective strategies for lesson delivery and ensures a seamless learning experience for students.
In this thesis, I would like to point out several benefits and negatives of online learning based on theoretical view of Melody W Alexander, Ball State University (2012)
- Online learning offers flexible hours for both teachers and learners
- Both teachers and learners have the ability to work full time at home while attending classes
- It is obviously cheaper for all due to transportation savings
- Learners often have low motivation so bad study habits can easily be developed
- Students may feel isolated from classmates or their teacher
- Slow internet connections or older computers make accessing the course rather difficult
- Online learning also enhances adaptability to learning styles and diverse needs It also offers more individual attention
- Hands-on or lab work is difficult to simulate in a virtual classroom
- Teachers are sometimes unable to control the students in terms of their participation in the online lessons
Online courses offer several advantages, but the transition to online teaching during the COVID-19 pandemic has presented unique challenges, including issues with teaching materials, internet access, and learning environments, leading to what is termed "forced online learning." This unexpected shift emphasizes the importance of being aware of online risks as we engage with our students through digital platforms While online learning has become a primary method of instruction during the pandemic, serving as a complement to traditional education, it cannot fully replicate the personal interaction and relationships fostered in a classroom setting.
The differences between online learning and face-to-face classes
Online lessons share similarities with traditional face-to-face classes, as both formats allow teachers to present information and engage with students in real time Each method follows a structured lesson plan consisting of presentation, practice, and production phases In both online and in-person settings, it is essential for teachers to clearly define learning objectives Additionally, effective teaching principles such as incorporating games, warm-up activities, and engaging tasks are vital in both formats Ultimately, clear explanations are crucial for successful teaching, regardless of the delivery method.
Classroom management significantly differs between physical and online settings In traditional classrooms, teachers can easily rearrange students and create dynamic groupings to enhance activities While online classes utilize conferencing software to facilitate breakout groups, the most effective approach often involves managing the entire group collectively Consequently, online lessons tend to be more successful when limited to a smaller number of participants, ensuring better engagement and interaction.
In online classes, teachers face the challenge of lacking visual feedback from their audience, which is readily available in traditional classroom settings This absence makes it difficult to gauge student engagement, as a room full of disinterested faces typically signals the need for a change in teaching approach To mitigate this issue, effective online instructors utilize available tools, such as voting mechanisms, to regularly check for audience engagement and adapt their delivery accordingly.
In conclusion, although physical and online learning methods differ, both can effectively achieve the same educational goals when guided by a skilled teacher.
The diagram illustrates the distinctions between online lessons and face-to-face classes, focusing on learners, teachers, and methodologies as proposed by Kevin Fairchild It also highlights blended classes, which integrate both online and in-person learning experiences.
Figure2.2: Online vs Blended vs face-to-face learning
Kevin Fairchild (2020) highlights the advantages of face-to-face classes, where teachers can tailor the pace of instruction to align with students' abilities and utilize body language and facial expressions to enhance engagement In contrast, online learning empowers students to set their own pace, offering flexibility with classes accessible anytime and anywhere However, this format demands a greater time commitment from teachers to effectively support students' learning.
Kevin Fairchild’s table also mentions the difference in using materials and evaluation between the two teaching ways
Figure 2.3 : Online vs Blended vs face-to-face learning
In transitioning from face-to-face classes to online learning, it is essential to adapt both the materials and methods used Traditional classroom resources include lecture notes, textbooks, and workbooks, while online education relies on digital documents, learning software, and internet connectivity Collaboration among students also shifts; in-person interactions involve discussions, interviews, and role play, whereas virtual collaboration takes place through chat rooms, digital sharing, and online discussions.
Teaching online with course books intended for face-to-face instruction poses significant challenges for both teachers and students, often leading to confusion Unlike traditional classes that utilize textbooks, workbooks, and lecture notes, online learning relies on tools such as email, shared documents, social media groups, and live lessons Additionally, assessment methods differ, with face-to-face learning typically involving written tests and oral exams, while virtual learning often employs online tests and e-portfolios This disparity raises important questions regarding the advantages and disadvantages faced by teachers and students when using textbooks and organizing learning activities in online environments.
Teachers’ cognition in online language teaching
Teachers' cognition encompasses their beliefs, knowledge, attitudes, and assumptions about various aspects of education, influencing their behavior and teaching methods in the classroom (Borg, 2003) Practical experiences shape these cognitions, highlighting the importance of personal understanding in instructional activities (Kagan, 1992; Gao and Ma, 2011; Clandinin and Connelly, 1987; Sun and Zhang, 2019) In the context of online teaching, educators must adapt by enhancing their technological knowledge, making it a crucial component of teacher training Borg (2015) further elaborates on the significance of teachers' cognition in language instruction.
Figure 2.4:Teachers’cognition in language teaching
Classroom practice is shaped by the interplay of cognitive processes and contextual factors, while simultaneously, teachers' practices influence their cognitions, either consciously or unconsciously (Lori Xingzhen Gao, L.J Zhang, 2020).
The global outbreak of COVID-19 significantly disrupted traditional face-to-face English as a Foreign Language (EFL) teaching in Vietnam, prompting educators to enhance their understanding of EFL methodologies and improve their information technology skills for effective online instruction This thesis will explore the adaptations teachers have made to embrace online teaching and share their experiences in this transformative process.
Studies on online teaching and learning English during the COVID-19 breakout:- 17 -
Gao and Zhang (2020) conducted a qualitative study examining the cognitions of Chinese EFL university teachers regarding online EFL teaching in a specific province Through online interviews, they identified both advantages and disadvantages of this teaching method Benefits included access to quality online resources, retrievable student learning records, and enhanced teacher-student interaction Conversely, challenges such as limited instantaneous interaction, difficulties in monitoring student performance, and educational inequality due to varying access to technology were noted The study highlighted that teachers developed their ICT literacy by understanding students' learning needs and by integrating online teaching practices with traditional classroom methods.
A survey by Mahyoo (2020) at Alula, Taibah University, investigated the challenges faced by English language learners during the transition to online learning amid the COVID-19 pandemic, revealing that most EFL learners were dissatisfied with their online learning experience and struggled to achieve expected progress In contrast, a study by Oraif and Elyas (2021) focused on 379 female high school learners in Saudi Arabia, finding a high level of engagement in online courses conducted through a designated school platform for general English language learning.
In Indonesia, a study by Atmojo and Nugroho (2020) analyzed the written reflections of 16 EFL teachers to explore their experiences with online EFL learning and the challenges faced The findings revealed that teachers implemented online learning through various activities, including attendance checks and scoring students' work, either synchronously or asynchronously based on school policies A range of applications and platforms, from learning management systems to supplementary resources, were utilized However, significant challenges arose from students, teachers, and parents, including issues related to pedagogical approaches with technology, designing interactive activities, enhancing formal learning, securing student engagement, and overcoming technological difficulties Additional obstacles included ensuring scheduled participation, maintaining engagement, fostering self-directed learning with high motivation, and facilitating social interactions Consequently, the effectiveness of online learning was hindered by inadequate preparation and planning.
In a study by Khatoony and Nezhadmehr (2020) focusing on Iranian EFL teachers, a mixed method approach was employed to identify perceived challenges in forced online teaching Through questionnaires and interviews with 30 teachers, findings revealed that while teachers were adept at using various applications and platforms, they faced significant challenges including a lack of appropriate teaching materials, students' disengagement and lack of motivation, as well as insufficient funding and support for language institutions Despite these obstacles, many teachers expressed positive attitudes towards the integration of technology, highlighting its potential to bridge the gap between learners and educators in Iran.
Research on online learning has extensively focused on conceptual understanding and the relationships among various components, yet there remains a lack of exploration into the cognitions of language teachers and learners regarding online education, particularly in Vietnam This thesis aims to shed light on the perceptions of both teachers and students towards online teaching during the COVID-19 pandemic at a high school in Hanoi, Vietnam.
METHODOLOGY
The context of the study
The COVID-19 pandemic has posed significant challenges to the global education system, particularly in Vietnam, where school closures have made it difficult for educational institutions and teachers to maintain student engagement and ensure educational continuity In response, schools and universities have adopted various online teaching methods to facilitate learning while minimizing social contact and the spread of the virus Tools such as MS Teams, Zoom, and Google Classroom have been implemented to create a "digital classroom," allowing for remote teaching and learning through material sharing, assignments, exams, and real-time interactions While online education has proven effective for students in urban areas during lockdowns, students in rural and mountainous regions face difficulties due to unreliable internet access, highlighting the ongoing challenges of remote learning.
As Vietnam and other countries navigate the challenges posed by the COVID-19 pandemic, it is crucial to implement measures that support students, particularly school children, in coping with the isolation from teachers and peers Strengthening the connection between schools and parents is essential, including providing psychological support for students in need The shift to home schooling has forced many teachers and students to adapt to online learning, which can impact their social interactions and mental health, potentially leading to increased aggression, depression, or lethargy To address these issues, collaboration among families, schools, and society is vital This research aims to identify the perceptions of students and teachers regarding online education, enabling necessary changes to overcome current challenges and transform them into opportunities for growth.
Quantitative vs qualitative methodology in second language learning and teaching: -
Surveys are a widely used research method in second language learning and teaching, providing valuable insights into opinions and practices across large samples They can be descriptive or used to test associations, offering several advantages, including the ability to gather substantial data quickly The two primary research methodologies employed in surveys are quantitative and qualitative approaches.
Qualitative research focuses on understanding the complex dynamics of social relations that cannot be quantified According to Maxwell (2013), it delves into the realm of meanings, motives, aspirations, beliefs, values, and attitudes, exploring deeper relationships and processes that extend beyond mere variables.
Quantitative research involves the collection of data that can be quantified, typically using large samples that are representative of the population As a result, the findings are often interpreted as providing a general and comprehensive overview of the entire population (Martin & Bridgmon).
Quantitative research is essential for analyzing and generalizing results, relying heavily on mathematics and statistics This research method emphasizes objectivity and is best suited for collecting quantifiable data from population samples It employs structured procedures and formal guidelines for data collection, ensuring that information is gathered systematically and objectively.
The literature review reveals that during the Covid-19 pandemic, research on teachers' and students' cognitions regarding online language learning predominantly employed quantitative methodologies, with questionnaires serving as the primary data collection tool.
In order to complement the absence of qualitative surveys in the literature, this study adopted a qualitative method, which is narrative
3.3 Data collection methods: Narrative inquiry
Narrative research in language teaching and learning (LTL) is concerned with the stories teachers and learners tell about their lived and imagined experiences (Barkhuizen, 2014)
Narrative inquiry is a qualitative research method that utilizes personal stories as primary data, aiming to uncover and present real-life experiences through the narratives of participants This innovative methodology has gained popularity among language teachers and researchers, as highlighted by Barkhuizen (2014) By employing a narrative approach, researchers can provide rich descriptions of experiences and delve into the meanings participants derive from them This perspective offers researchers an "inside view," leading to a deeper understanding of participants' experiences, as noted by J.W Creswell (2013).
The narrative approach, as outlined by Creswell (2013), involves collecting stories from individuals or small groups, emphasizing collaboration between the researcher and participants This method is beneficial in qualitative studies because humans are inherently storytellers, making it easier to gather narratives Additionally, narratives provide rich, detailed descriptions that facilitate the collection of in-depth data and meaning, allowing participants to express their thoughts and feelings To effectively elicit these narratives, researchers can use open-ended questions framed in everyday language, encouraging respondents to share detailed stories Overall, the narrative approach is a valuable research method that enhances understanding of participants' experiences.
This research study primarily utilized open-ended surveys to collect data through participant narratives The participants included students and teachers from Van Xuan 11th High School, who were engaged in online learning using Zoom and various other online applications.
Data analysis procedures
Participants shared their experiences with online learning through open-ended questions, reflecting on their feelings, thoughts, satisfaction, and challenges encountered during the process They discussed their history of learning English, including when they began and their initial emotions towards online learning Additionally, they detailed their personal stories, highlighting unexpected problems faced while learning English online.
The analysis of participant feedback revealed their initial feelings about online learning, highlighting both the advantages it offers over traditional face-to-face classes and the challenges associated with using online platforms Their insights underscored the shortcomings of what was termed "forced online learning" during the COVID-19 pandemic, providing a deeper understanding of the limitations and drawbacks experienced by learners.
Chapter summary
This chapter provides an overview of the online learning research conducted at Van Xuan High School, detailing the procedures for data collection and analysis Utilizing a qualitative approach, the study primarily employs narratives and interviews as key data collection tools The findings will be analyzed and discussed in the subsequent chapter.
FINDINGS AND DISCUSSION
Findings
In response to the challenges posed by the COVID-19 pandemic, Van Xuan High School in Hanoi adopted an online learning model in mid-March 2020, following the directives of the Hanoi Department of Education This initiative aimed to ensure social distancing and isolation while upholding the learning progress of students under the motto "pause school but not stop learning."
Van Xuan High School has adopted ZOOM software as its primary platform for online teaching, with each teacher receiving a complimentary ZOOM account licensed by the Hanoi Department of Education To facilitate a smooth transition, the online learning schedule mirrors that of in-person classes, featuring five lessons per session, with unique IDs and passwords assigned to each subject.
Transitioning between lessons poses significant challenges for both students and teachers, often requiring substantial time to establish stability at the beginning of each class Lacking prior training, many educators and learners rely primarily on textbooks for online instruction Consequently, most teachers utilize PowerPoint presentations that mirror the same teaching methods employed in traditional classroom settings.
The form teacher designates the class monitor to report absent students, and this information is subsequently recorded and communicated to the parents However, this approach presents several challenges for both students and teachers in achieving effective attendance tracking.
One of the primary challenges faced by educators is their own uncertainty regarding the implementation techniques of teaching methods Many teachers struggle with effectively applying information technology in their classrooms, as their proficiency with online learning software remains limited This lack of fluency ultimately results in an ineffective integration of technology in the teaching process.
Students face significant challenges in online learning due to varying family circumstances and limited access to technology Many families, especially in remote areas, lack the necessary resources such as computers, smartphones, and reliable internet connections This disparity impacts students' ability to engage fully with their education Additionally, the nature of online learning complicates classroom management, hindering effective interaction between teachers and students Unlike traditional face-to-face classes, where engagement is direct, online lessons often become one-sided, potentially diminishing educational quality However, despite these obstacles, online learning offers advantages, such as maintaining educational continuity during epidemics and encouraging students to adapt to technology-based learning.
The following sharing was collected from 90 students at Van Xuan high school expressing their personal thoughts and feelings about online learning.
Data analysis
4.2.1 Students’ cognitions about online learning over the COVID-19 pandemic:
Many students initially approach online learning with eagerness and curiosity, leading to active participation and engaging experiences Their firsthand accounts highlight the positive aspects of this educational method.
Students’ perceptions of online learning over the COVID-19 pandemic in terms of good sides:
Online learning offers numerous advantages, making it an effective alternative to traditional face-to-face classes Students from classes 11A6 and 11A7 highlighted several positive aspects of online education, showcasing its potential to enhance the learning experience.
Online learning mitigates social isolation while providing students with continued access to education during school closures A significant number of students surveyed highlighted the convenience of online learning, noting that it eliminates the need for long commutes, allowing them to focus on their studies from home.
A student from class 11A6 expressed the challenges of his daily routine, stating that he must wake up early at 6:30 AM to attend school Often, he lacks sufficient time for breakfast and has to hurry to avoid being late His commute is frequently hindered by traffic congestion, particularly due to the market and nearby schools After classes, he spends nearly half an hour cycling home, facing additional difficulties in inclement weather conditions such as rain, wind, or heat.
Studying online allows me to avoid long commutes and face-to-face interactions, making me feel safer during the lockdown This format alleviates the stress of traffic jams and reduces exposure to potential risks Online learning effectively supports social distancing and helps me steer clear of crowded places during the COVID pandemic, while I continue to follow my educational plan.
Studying online significantly saves time for students in their preparation for school Many students have reported that online learning from home allows them to efficiently manage their time, enabling them to get ready for school more quickly.
Online learning offers significant advantages, particularly for students like those in class 11A6 One major benefit is the elimination of early morning routines, allowing students to avoid the hassle of getting dressed and commuting to school, which can take up to half an hour daily Instead, they can simply start their computers in just five minutes Additionally, online learning alleviates the concern of forgetting essential materials like books and handouts at home, ensuring a more streamlined educational experience during the epidemic.
Many students appreciate the private learning environment that online education provides, allowing them to feel more comfortable while studying Over half of the students reported that this new learning format enhances their experience by offering increased privacy in their educational pursuits.
Students express their enthusiasm for new learning methods, noting that online studying offers a more comfortable experience compared to traditional classrooms They appreciate the flexibility of attending lectures in pajamas from the comfort of their beds Additionally, the ability to listen to the teacher's English and review the material at their own pace alleviates any anxiety regarding their speaking skills.
A student from class 11A1 shared his positive experience with online learning, stating that it allows him the freedom to access resources like dictionaries and the internet for quick answers to difficult questions He appreciates the ability to look up information instantly, which enhances his understanding of lessons Additionally, he finds online learning less distracting, as teachers can mute chatty students, creating a more focused environment The reduced pressure and relaxed supervision compared to traditional classrooms contribute to a more enjoyable study experience, as students can choose their preferred study spaces, leading to a better mood while learning.
Online learning offers significant flexibility for both teachers and students, allowing them to adjust study times and schedules to meet individual needs without disrupting the curriculum Nearly two-thirds of participants noted that this adaptability enables easier rescheduling of lessons when necessary, making it more convenient than traditional face-to-face classes Additionally, online education can occur anytime and anywhere, whether at home, in the workplace, or in public spaces with internet access This flexibility in both time and location is a key advantage of remote learning, accommodating unexpected events that may require changes in study arrangements.
Online learning significantly boosts students' self-study skills and motivation It necessitates self-direction and intrinsic motivation, as students must take charge of their learning to grasp the material effectively Consequently, this educational approach fosters a greater sense of responsibility among students regarding their own learning journey.
An active student highlighted that online learning significantly boosts self-study and motivation among students, fostering accountability and self-discipline They emphasized the continued connection between teachers and students through engaging activities, such as relevant games The student noted that teachers prepare more thorough lectures, incorporating direct illustrations and high-quality online videos to enhance understanding Additionally, the availability of HD video recordings after lessons allows students to review material they may not have fully grasped.
A girl in 11 A6 added : “ when studying online, my teacher sometimes downloads videos on the Internet related to the topic of the lesson such as "artificial Intelligence" "global warming" "greenhouse effect"
"future work" Therefore, learners have more exposure and practical experience than just looking at the textbook This encourages us to learn more.”
Furthermore, learners have easier access to diverse learning resources through online learning One fifth of participants are aware of the potential of online materials during their online study
An 11A1 student shared their experience with online learning, highlighting the benefits of a new educational model that enhances their information technology skills They have become proficient in using various online learning software, such as Zoom and Teams, and have discovered tools for recording videos and capturing screens for review Additionally, they have found numerous websites and platforms that provide free access to learning materials, significantly enriching their resources from basic to advanced levels.
A wide range of opinions and sharing about the advantages of online learning are collected and classified into some main following categories with total 90 participants
A1 Do not have to travel far to school but still get knowledge about the subject
A2 Save time for preparing for school 88/90
A3 Have private learning space and feel comfortable when studying ( lying in bed, eating, etc)
A4 Be able to adjust the time and learning schedule to suit
A5 Feel safer during the lockdown because of not going to school
A6 Help enhance students' self-study and learning motivation
A7 Reduce traffic accidents, traffic congestion, and reduce the budget for school facilities
A8 Learning through online application is free during the COVID-19
A9 Have easy access to diverse learning resources 18/90 Table 4.1: Responses to ‘Advantages of online learning’
Online learning has emerged as an affordable solution during social isolation, ensuring student safety while alleviating pressure on educational and medical systems Despite the challenges of studying all subjects online, students recognize it as a necessary means to continue their education By sharing their experiences, learners aim to highlight the drawbacks of online education, paving the way for future improvements in digital learning.
Students’ perceptions of online learning over the COVID-19 pandemic in terms of its downsides:
Discussion
Many students and teachers experienced confusion when first using Zoom for online learning, which has significantly hindered the teaching and learning process The lack of interaction in virtual classrooms has diminished knowledge acquisition efficiency, compounded by inadequate internet access and classroom management challenges Additionally, students' family circumstances and financial conditions impact their ability to engage in online education, particularly in rural areas where access to technology is limited The one-way nature of online lessons often leaves students' questions unanswered, while the abrupt shift to remote learning has exposed flaws in teaching curricula and methods This "forced online" approach has proven inadequate, as not all subjects can adapt to the same teaching style Moreover, effective class management remains a concern for teachers, who struggle with ensuring student engagement and preventing disruptions during virtual lessons Solutions to these challenges will be explored in the following section, highlighting recommendations from both students and teachers.
Despite the challenges of online learning, both students and educators recognize its importance as a safe and effective solution during the ongoing pandemic This approach not only helps prevent the spread of the virus but also ensures the continuity of education.
Chapter summary
This chapter explores the perceptions of students and EFL teachers regarding online teaching and learning during the initial disruptions caused by the COVID-19 outbreak It highlights how both groups adapted to the challenges they faced and contributes to the understanding of online education by examining their beliefs and thoughts about virtual classes.
In light of the prolonged school closures caused by COVID-19, many are reevaluating traditional education methods and considering the benefits of online learning as a viable alternative for gaining knowledge and developing essential life skills.
The online acquisition of knowledge presents both challenges and advantages that require careful consideration by advanced education institutions As we navigate a long-term plan amidst ongoing epidemic concerns, online learning remains the most effective method for sustaining educational progress in schools.