EFL TEACHERS’ COGNITION OF EMERGENCY REMOTE INSTRUCTIONS
DOI:
https://doi.org/10.32520/eji.v6i2.1973Keywords:
English Teachers, Online Instruction, Teacher CognitionAbstract
This research investigated how EFL teachers made sense of online instruction during Covid19 pandemic to facilitate English language skill development. Taking a college English matriculation program as the context of the study, nine excerpts of teacher term reflections were analysed using critical incident analysis. Five cluster of incidents were identified essential to represent the landscape of the EFL teachers’ cognition of distance instruction. They were teachers’ adjustments and renewal of pedagogic practice, representation of belief system, enactment of technological pedagogical content knowledge (TPCK), involvement of their emotion, and acceptance of the abrupt changes. These themes asociated with readiness for online instruction as it was not only related to physical-technical issues, but also concerned with more intricate realm of technology integration for online learning
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De Lera, E., Fernàndez, C., & Almirall, M. (2009). Emotions: The forgotten key success in online learning. 9.
Dray, B. J., Lowenthal, P. R., Miszkiewicz, M. J., Ruiz?Primo, M. A., & Marczynski, K. (2011). Developing an instrument to assess student readiness for online learning: A validation study. Distance Education, 32(1), 29–47. https://doi.org/10.1080/01587919.2011.565496
Eickelmann, B., & Vennemann, M. (2017). Teachers‘ attitudes and beliefs regarding ICT in teaching and learning in European countries. European Educational Research Journal, 16(6), 733–761. https://doi.org/10.1177/1474904117725899
Feryok, A. (2010). Language teacher cognitions: Complex dynamic systems? System, 38(2), 272–279. https://doi.org/10.1016/j.system.2010.02.001
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Fishbein, M., & Ajzen, I. (2010). Predicting and changing behavior: The reasoned action approach. Psychology Press.
Flanagan, J. C. (1954). The critical incident technique. Psychological Bulletin, 51(4), 327–358.
Gacs, A., Goertler, S., & Spasova, S. (2020). Planned online language education versus crisis?prompted online language teaching: Lessons for the future. Foreign Language Annals, 53(2), 380–392. https://doi.org/10.1111/flan.12460
Gatbonton, E. (1999). Investigating Experienced ESL Teachers’ Pedagogical Knowledge. The Modern Language Journal, 83(1), 35–50. https://doi.org/10.1111/0026-7902.00004
Golombek, P. R. (1998). A Study of Language Teachers’ Personal Practical Knowledge. TESOL Quarterly, 32(3), 447. https://doi.org/10.2307/3588117
Halquist, D., & Musanti, S. I. (2010). Critical incidents and reflection: Turning points that challenge the researcher and create opportunities for knowing. International Journal of Qualitative Studies in Education, 23(4), 449–461. https://doi.org/10.1080/09518398.2010.492811
Hilton, J. T. (2016). A Case Study of the Application of SAMR and TPACK for Reflection on Technology Integration into Two Social Studies Classrooms. The Social Studies, 107(2), 68–73. https://doi.org/10.1080/00377996.2015.1124376
Hodges, C., Moore, S., Lockee, B., Trust, T., & Bond, A. (2020). The Difference Between Emergency Remote Teaching and Online Learning. 15.
Hsu, L. (2013). English as a foreign language learners’ perception of mobile assisted language learning: A cross-national study. Computer Assisted Language Learning, 26(3), 197–213. https://doi.org/10.1080/09588221.2011.649485
Hsu, L. (2017). EFL Learners’ Acceptance of Technology in a Computer-Assisted Language Learning (CALL) Context: The Role of Intrinsic-Extrinsic Motivation in English Learning. International Journal of Information and Education Technology, 7(9), 679–685. https://doi.org/10.18178/ijiet.2017.7.9.953
Hung, M.-L. (2016). Teacher readiness for online learning: Scale development and teacher perceptions. Computers & Education, 94, 120–133. https://doi.org/10.1016/j.compedu.2015.11.012
Joosten, T., & Cusatis, R. (2020). Online Learning Readiness. American Journal of Distance Education, 34(3), 180–193. https://doi.org/10.1080/08923647.2020.1726167
Kay, R. H., & Loverock, S. (2008). Assessing emotions related to learning new software: The computer emotion scale. Computers in Human Behavior, 24(4), 1605–1623. https://doi.org/10.1016/j.chb.2007.06.002
Kim, C., Kim, M. K., Lee, C., Spector, J. M., & DeMeester, K. (2013). Teacher beliefs and technology integration. Teaching and Teacher Education, 29, 76–85. https://doi.org/10.1016/j.tate.2012.08.005
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Published
2022-07-05
How to Cite
Paulus Widiatmoko. (2022). EFL TEACHERS’ COGNITION OF EMERGENCY REMOTE INSTRUCTIONS. EJI (English Journal of Indragiri) : Studies in Education, Literature, and Linguistics, 6(2), 212–232. https://doi.org/10.32520/eji.v6i2.1973
