Post Pandemic L2 Pedagogy

Proceedings of the Language Teacher and Training Education Virtual International Conference (LTTE 2020), 22-25 September, 2020

Kristian Adi Putra Kristian Adi Putra, Nur Drajati, Nur Arifah Drajati

• Publisher: Routledge
• Year: 2021
• Print ISBN: 9781032058078
• eBook ISBN: 9781000468199
• Edition: 1
• Topic: Social Sciences
• Subtopic: Sociology
• Index: Social Sciences

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.

EFL teacher professional development in the pandemic era of COVID-19

Nurti Rahayu & Rina Suprina

Trisakti School of Tourism, Indonesia

DOI 10.1201/9781003199267-7

ABSTRACT: This study investigates EFL teachers’ effective professional development (TPD) during the pandemic. This study intends to answer whether or not EFL teachers can undergo TPD during the pandemic. It seeks to clarify how the pandemic has a positive effect on EFL teachers’ TPD. It focuses on the EFL TPD in the tertiary education context. This research is descriptive qualitative, and the primary data is taken from questionnaires to the teachers. The findings reveal how EFL teachers improve their professional development during the pandemic and what professional development area they could manage. The result can be used to design the best TPD for EFL teachers, significantly to enhance educational technology in teaching and learning.

Keywords: EFL EFL teachers COVID-19 survey teacher professional development

1 Introduction

Coronavirus 2019 (COVID-19) presents the most significant disruption in both international and national education. Fifty-three countries have to set up wide closures for their in-class education (UNESCO 2020). This pandemic resulted in short- and long-term impacts on Indonesian education (Syah 2020). The Circular of the Ministry of Education and Culture (Kemendikbud) of the Directorate of Higher Education No. 1 of 2020 aims to prevent the transmission of infection in higher education institutions by executing distance learning and instructing students to learn from their respective homes. The shift from conventional teaching to online learning presents some problems. Some of the problems are inadequate facilities and infrastructure, technological support equipment, limited and unstable internet networks, education budget to support online learning, and students’ and teachers’ lack of ICT competency (Syah 2020).

Teachers’ professional development (TPD) is highly crucial for various reasons. First, TPD is associated with teacher satisfaction and retention (Schuck et al. 2011). In addition, teachers remain in their profession where they are assisted and educated in their practice and are always provided with ongoing advancement opportunities. (Gaikhorst et al. 2017). TPD is also a systematic attempt to contribute to a better in teaching practice, attitudes and beliefs and learning student outcomes. (Maher & Prescott 2017). Recent studies on TPD have focused on the use of online learning community (Lindberg & Olofsson 2009; Sari 2012; Powell & Bodur 2019), beginning and experienced teachers’ PD (Coenders & Verhoef 2019), clusters of teachers who undergo TPD (Baecher & Chung 2020), informal PD with Facebook (Patahuddin & Logan 2019) and digital technologies (Fernandes et al. 2020; Nazari & Xodabande 2020).

Although considerable research has been explored in this field, less attention has been paid to investigating how EFL teachers in Indonesia undergo their TPD during pandemics. This particular interest is of great importance to confirm the ways teachers improve their professional development to conduct online teaching during the pandemic in tertiary education. Of course, the frequent webinars conducted for free serve as good opportunities for teachers to improve their professionalism. The chance for professional development (PD) in a pandemic is crucial to be investigated to see how the teachers could spend their work-from-home with valuable professional development. Therefore, this research seeks to investigate how teachers benefit a lot from the teach-from-home in the pandemic; whether or not they can improve their PD. Given the significance, several themes on EFL teachers’ PD, such as the kinds, goals, and areas of improvement, are elaborated.

2 Literature Review

The value of professional development (PD) on-campus performance is uncontested. Some of the research was taken from Hargreaves (1994) and Bolam (2000) as cited on (Fraser et al. 2007). However, the concept of professional development is still unclear. Hoban (2002), as cited by (Fraser et al. 2007), differentiated professional learning from professional development. Friedman et al. (2000), as cited in (Fraser et al. 2007) stated some professional development that is evident from the available literature. These include continuous learning for professionals; a means of self-improvement; a means for individual professionals to make sure a degree of control and protection in the often perilous workplace environment; a way of securing to the public that professionals are indeed up-to-date, expected to give the fast technology improvement; a means by which professional organizations can authenticate that the standard is in place (Fraser et al. 2007).

Therefore, much of the information was quickly forgotten, and the workshops are less practical. This development, then, needs to be re-conceptualized to align with their needs (Hunzicker 2011) to make an effective professional development program. Such program is referred to as structured professional learning that results in teacher knowledge and practices and improved student learning outcomes (Darling-Hammond et al. 2017). The phrase “professional learning” refers to a product of both externally provided and job-based activities that enhance the knowledge of teachers and help them improve their teaching practice in support of student learning. For this reason, the formal PD is a subset of the range of experiences that can lead to professional learning. Effective professional development should be as relevant as it is job-embedded, making it relevant and authentic. It is then instruction-oriented, involving the study and application of content and pedagogy, highlighting student learning outcomes and collaborative learning, engaging teachers in both active and interactive learning. Last but not least, a combination of contact hours, duration and consistency is ongoing. (Hunzicker 2011)

The...

Table of contents

• Cover
• Half Title
• Title Page
• Copyright Page
• Table of Contents
• Scientific Committee
• Committees
• Acknowledgements
• Keynote speeches
• Teachers' roles in fostering EFL learner autonomy: A literature review
• The use of mobile learning applications in listening classes among Indonesian EFL students across gender
• The practice of pandemic virtual teaching and learning
• Online learning during Movement Control Order (MCO): Benefits and challenges
• Zoom's screen sharing and breakout rooms in teaching reading online
• Peer text interaction in online classes during COVID-19 pandemic
• Teacher's reflection in online speaking class during COVID-19 pandemic
• EFL teacher professional development in the pandemic era of COVID-19
• Investigating English teachers' online learning engagement: A case study during COVID-19 pandemic
• Multimodality in English learning for hard-of-hearing learners during the COVID-19 pandemic
• The use of the flipped classroom approach to teaching English grammar
• Teacher – parent partnerships in English virtual learning
• “Thank you, Teacher!”: A critical reflective narrative of a foreign EFL teacher's career journey in Saudi Arabia
• Developing an electronic pocket dictionary based on the ADDIE model for Bahasa Indonesia basic learners
• Readiness for technology-based teaching among prospective English teachers in Indonesian border universities
• Correlation between students' perception of blended learning and their learning outcomes
• A comparative study of Jigsaw and student team achievement division techniques in writing narrative text
• Developing students' critical thinking skills through culture-based instructional materials in EFL reading and writing courses
• Building executive function with technological support: Brain-based teaching strategies
• Engaging EFL learners of English writing with prewriting activities assisted technology
• Integrating digital teaching package for the German language classroom
• A case study of consonant sound problems of Indonesian EFL learners
• Brainstorming-based project learning in a German reading classroom
• Instagram: Digital platform for promoting ELLs' multimodal literacy in narrative writing under TPACK-21CL
• Students' perception of the use of digital comics in Indonesian EFL reading classrooms
• Does Google Docs facilitate collaborative writing? A case from Indonesia
• Test-repeaters' perceptions of difficulty on the TOEFL listening test
• Students' perceived use of metacognitive strategies in reading shifting multimodal text modes
• Author index