In-service language teachers' engagement with online learning platforms after the emergence of Covid-19

Abstract

The Covid-19 pandemic has brought significant changes to the field of education, including a notable shift towards remote learning and increased usage of online learning platforms (OLPs). This study focuses on the engagements of in-service language teachers (ILTs) with OLPs during this time. ILTs from various school levels were invited to participate in an online survey to collect data. The survey included open-ended and multiple-choice questions to prompt detailed responses. Through a random selection process, 226 instructors were chosen to complete the survey, providing valuable insights into their experiences. The survey results revealed several key findings. Firstly, instructors reported facing a steep learning curve when transitioning to OLPs. Many struggled with technology and lacked experience in online teaching methods. Secondly, keeping students engaged proved to be a challenge. ILTs found it challenging to recreate the interactive and collaborative environment of traditional classrooms. Thirdly, ILTs highlighted issues related to technology access and equity. Not all students had the necessary devices or a reliable internet connection for distance learning. These findings underscore the importance of providing ILTs with additional support and tools during this challenging period. As a result, the study concludes with recommendations for enhancing language instructors' digital literacy and promoting effective online learning strategies in the post-pandemic era.