Challenges and Opportunities in Teaching Writing Online Amidst the Pandemic: Voices from English Language Teachers in Philippine Universities

IF 0.9 Q3 EDUCATION & EDUCATIONAL RESEARCH Australian Journal of Teacher Education Pub Date : 2022-04-01 DOI:10.14221/ajte.2022v47n4.5

V. Tarrayo, Ali G. Anudin, Henelsie Mendoza, Erly Parungao-Callueng

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引用次数: 1

Abstract

With the sudden transition to online instruction in most educational institutions caused by the COVID-19 pandemic, it can be assumed that there is paucity in research as regards the teaching of writing online during this crisis moment. To address this niche, 13 Filipino university English language teachers were asked to participate in both online semi-structured and follow-up email interviews to describe their experiences in teaching writing online during the pandemic, particularly the challenges they faced, their coping strategies to address these challenges, and the opportunities in online teaching they valued. The interview responses revealed three major challenges in teaching writing online: technological concerns and equity issues, vague response of schools to emergency remote teaching, and problems in assessment. Three key strategies to cope with these challenges were found: flexibility in communicating with students and in accommodating their concerns, initiatives for professional development, and gaining support from colleagues and students. Despite the challenges of online instruction, two opportunities for development in online writing instruction were identified: optimizing the use of online-teaching platforms and resources, and enhancing one’s reflective practice. Implications for teaching writing online in particular and for online learning and teacher education in general are discussed in the paper.

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疫情期间在线写作教学的挑战与机遇:菲律宾大学英语教师的声音

由于新冠肺炎疫情，大多数教育机构突然转向在线教学，可以认为，在这一危机时刻，关于在线写作教学的研究很缺乏。为了解决这一问题，13名菲律宾大学英语教师被要求参加在线半结构化访谈和后续电子邮件访谈，以描述他们在大流行期间在线写作教学的经历，特别是他们面临的挑战，他们应对这些挑战的应对策略，以及他们所重视的在线教学机会。访谈反应揭示了在线写作教学面临的三大挑战:技术问题和公平问题、学校对紧急远程教学的模糊反应以及评估问题。我们发现了应对这些挑战的三个关键策略:灵活地与学生沟通，照顾他们的关切，主动促进专业发展，以及获得同事和学生的支持。尽管网络教学面临挑战，但我们发现了网络写作教学的两个发展机遇:优化网络教学平台和资源的使用，加强个人的反思性实践。本文讨论了对在线写作教学的影响，特别是对在线学习和教师教育的影响。

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来源期刊

Australian Journal of Teacher Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

1.80

自引率

0.00%

发文量

期刊介绍： The purpose of the Australian Journal of Teacher Education is to enhance the quality of teacher education through the publication of research reports, learned points of view and commentaries. Contributions may address proposals for, or descriptions of, development in the purpose, structure and methodology of teacher education; curriculum issues; changes in schools; or general social, ideological or political issues relating to teacher education. Papers must make an explicit connection with teacher education. The Australian Journal of Teacher Education, which is blind peer reviewed by a minimum of two members of the Editorial panel, is access free, electronic and published by Edith Cowan University. The Journal is indexed by the Australian Education Index and ERIC. It was rated ‘A’ by Australian Research Council in 2010 (www.arc.gov.au/era/era_journal_list/htm ) and is ranked .496 on SCImago. It is pleased to offer authors an efficient publication service. Manuscripts that have been through the review and revision cycle and have been accepted for publication will typically be published within two months. The time to first review can take up to six months, due to the large number of papers being submitted for review. Intending authors should be aware that the Journal has a rejection rate in excess of 50%.