The outbreak of the COVID-19 pandemic has created challenges and opportunities for both teachers and students. In many countries, online teaching was something new, never experienced before. Therefore, everyone had to start from scratch. The articles in this proceeding provide the experiences, challenges, and strategies that L2 teachers and students had during the recent emergency remote teaching. Four main themes were covered: 1) online L2 learning curriculum and materials development, 2) L2 learning and acquisition in a virtual learning environment, 3) online L2 testing, assessment, program evaluation, and 4) teacher and students critical reflections on online L2 teaching and learning practices. Written by L2 teachers and teacher educators, we dedicate this proceeding to all L2 teachers and teacher educators who continue trying to maintain high-quality L2 education during and post-pandemic.
The articles in this proceeding provide the experiences, challenges, and strategies that L2 teachers and students had during the recent emergency remote teaching. Four main themes were covered: 1) online L2 learning, 2) a virtual learning environment, 3) online L2 testing, and 4) critical reflections.
| Scientific Committee |
|
vii | |
| Committees |
|
ix | |
| Acknowledgements |
|
xi | |
|
|
|
|
Teachers' roles in fostering EFL learner autonomy: A literature review |
|
|
3 | (4) |
|
|
|
The use of mobile learning applications in listening classes among Indonesian EFL students across gender |
|
|
7 | (8) |
|
|
|
|
|
The practice of pandemic virtual teaching and learning |
|
|
|
Online learning during Movement Control Order (MCO): Benefits and challenges |
|
|
15 | (6) |
|
|
|
|
|
|
|
|
|
Zoom's screen sharing and breakout rooms in teaching reading online |
|
|
21 | (7) |
|
|
|
|
|
Peer text interaction in online classes during COVID-19 pandemic |
|
|
28 | (7) |
|
|
|
Teacher's reflection in online speaking class during COVID-19 pandemic |
|
|
35 | (7) |
|
|
|
|
|
EFL teacher professional development in the pandemic era of COVID-19 |
|
|
42 | (7) |
|
|
|
|
|
Investigating English teachers' online learning engagement: A case study during COVID-19 pandemic |
|
|
49 | (6) |
|
|
|
|
|
|
|
|
|
Multimodality in English learning for hard-of-hearing learners during the COVID-19 pandemic |
|
|
55 | (5) |
|
|
|
|
|
|
|
The use of the flipped classroom approach to teaching English grammar |
|
|
60 | (6) |
|
|
|
|
|
Teacher - parent partnerships in English virtual learning |
|
|
66 | (5) |
|
|
|
|
|
|
|
|
|
|
|
"Thank you, Teacher!": A critical reflective narrative of a foreign EFL teacher's career journey in Saudi Arabia |
|
|
71 | (6) |
|
|
|
|
|
Developing an electronic pocket dictionary based on the ADDIE model for Bahasa Indonesia basic learners |
|
|
77 | (7) |
|
|
|
|
|
Readiness for technology-based teaching among prospective English teachers in Indonesian border universities |
|
|
84 | (5) |
|
|
|
|
|
|
|
|
|
|
|
Correlation between students' perception of blended learning and their learning outcomes |
|
|
89 | (6) |
|
|
|
|
|
A comparative study of Jigsaw and student team achievement division techniques in writing narrative text |
|
|
95 | (6) |
|
|
|
|
|
Developing students' critical thinking skills through culture-based instructional materials in EFL reading and writing courses |
|
|
101 | (7) |
|
|
|
|
|
|
|
|
|
Building executive function with technological support: Brain-based teaching strategies |
|
|
108 | (6) |
|
|
|
|
|
|
|
|
|
Engaging EFL learners of English writing with prewriting activities assisted technology |
|
|
114 | (7) |
|
|
|
|
|
|
|
Integrating digital teaching package for the German language classroom |
|
|
121 | (7) |
|
|
|
|
|
A case study of consonant sound problems of Indonesian EFL learners |
|
|
128 | (7) |
|
|
|
|
|
Brainstorming-based project learning in a German reading classroom |
|
|
135 | (6) |
|
|
|
|
|
|
|
Instagram: Digital platform for promoting ELLs' multimodal literacy in narrative writing under TPACK-21CL |
|
|
141 | (7) |
|
|
|
|
|
|
|
Students' perception of the use of digital comics in Indonesian EFL reading classrooms |
|
|
148 | (6) |
|
|
|
|
|
|
|
Does Google Docs facilitate collaborative writing? A case from Indonesia |
|
|
154 | (5) |
|
|
|
|
|
|
|
|
|
Test-repeaters' perceptions of difficulty on the TOEFL listening test |
|
|
159 | (6) |
|
|
|
|
|
|
|
Students' perceived use of metacognitive strategies in reading shifting multimodal text modes |
|
|
165 | (8) |
|
|
|
|
| Author Index |
|
173 | |
Kristian Adi Putra is an assistant professor of applied linguistics at the Deanship of Preparatory Year Program, Prince Sattam Bin Abdulaziz University, Al Kharj, Saudi Arabia and at the Department of English Language Education, Universitas Sebelas Maret, Surakarta, Indonesia. Prior to that, he taught Indonesian language and culture at the University of Montana, USA after he got his Ph.D. in Second Language Acquisition and Teaching from the University of Arizona, USA. Currently, he teaches ESL courses, trains pre-service and in-service English language teachers, and studies technology enhanced language teaching and learning, L2 teacher education and language planning and policy. He can be reached at kristianadputra@gmail.com. Nur Arifah Drajati is a lecturer at the Department of English Language Education, Universitas Sebelas Maret, Surakarta, Indonesia. She got her Ph.D. in Language Education from Universitas Negeri Jakarta, Indonesia. Prior to that, she taught English in various primary and secondary education institutions in Indonesia. She is particularly interested in the study of technology enhanced language learning and multimodality in English language teaching and learning. She has published extensively in various top tier journals, including CALL, Educational Media International and ELT Journal. She can be reached at nurarifah_drajati@staff.uns.ac.id
More info about Taylor & Francis e-books