Efl high school teachers and students perceptions about online english language teaching and learning

MINISTRY OF EDUCATION AND TRAINING
QUY NHON UNIVERSITY

PHAM NGOC AN

EFL HIGH SCHOOL TEACHERS' AND STUDENTS'
PERCEPTIONS ABOUT ONLINE ENGLISH
LANGUAGE TEACHING AND LEARNING

Field: Theory and Methodology of English Language Teaching
Code: 8140111

Supervisor: Le Nhan Thanh, PhD


i
BỘ GIÁO DỤC VÀ ĐÀO TẠO
TRƢỜNG ĐẠI HỌC QUY NHƠN

PHẠM NGỌC AN

NHẬN THỨC CỦA GIÁO VIÊN VÀ HỌC SINH THPT
VỀ DẠY VÀ HỌC TIẾNG ANH
TRỰC TUYẾN
Chuyên ngành: Lý luận và phƣơng pháp dạy học bộ môn Tiếng Anh
Mã số: 8140111

Ngƣời hƣớng dẫn: TS. Lê Nhân Thành


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STATEMENT OF AUTHORSHIP
The work contained in this thesis has not previously been submitted
for a degree or diploma in any university. I certify that, to the best of my
knowledge and belief, my thesis contains no material previously published or
written by any other person except where due reference is made in the thesis
itself.
Signed:
Date: 31/10/2022

Phạm Ngọc An


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ACKNOWLEDGEMENTS
This work would not have been possible without my supervisor, Dr.
Le Nhan Thanh, who has been extremely helpful. I owe a great deal to my
supervisor since he inspired me and kept me on track from the study proposal
to the final of this report with his wide knowledge, real-worlding experience,
infectious excitement, and thorough attention to detail.
I would like to offer my special thanks to those who participated in
my research for their valuable time fulfilling the questionnaire and insightful
information from the interview. If it had not been for their willingness and
enthusiasm, I could not have collected important data for my study.
My deepest gratitude also extends to all of my wonderful classmates
for the time we shared as well as the information and experience we gained
from one another. Their continuous support and encouragement mean a lot to
me inthe accomplishment of this study.
Last but not least, I want to express my love and thanks to my family

and friends for their commitment and years of support during my thesis
studies, which served as the cornerstone for my work.
In closing, I extend my gratitude and blessings to everyone who
helped me finish the thesis.


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ABSTRACT
During the social distancing period in Vietnam due to the Covid-19
pandemic, online learning was implemented as an emergency replacement for
traditional, face-to-face teaching and learning. This study hence employed
Collins and Berge’s (1996) criteria for the success of online learning to collect
quantitative and qualitative data from 51 EFL teachers who have been
teaching English at 8 high schools in Song Cau and Tuy An districts, and 165
EFL students at Nguyen Viet Xuan High School, Phu Yen Province. The
questionnaire results indicate that the teachers and students showed more
positive responses toward the benefits than the challenges. The interview data
is not only consistent with the questionnaire data but also uncovers new and
interesting results. The benefits of online teaching and learning from the
viewpoints of the EFL teachers include easy access to online learning
platforms; the ability to record, archive, and share lectures; and exams that are
aligned with the lectures' content. The drawbacks of online teaching and
learning from the viewpoints of teachers include the need for instructors to
have a fundamental understanding of using digital forms of learning. These
findings provide a better understanding of the context of online learning
during the Covid-19 pandemic which serves as a guide for the optimization of
this type of teaching and learning in the new age of technology.
Keywords: EFL, online learning, online teaching, perceptions

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TABLE OF CONTENTS
STATEMENT OF AUTHORSHIP .................................................................. ii
ACKNOWLEDGEMENTS ............................................................................. ii
ABSTRACT .................................................................................................... iii
TABLE OF CONTENTS ................................................................................ iv
LIST OF ABBREVIATIONS.......................................................................... vi
LIST OF TABLES, FIGURES ....................................................................... vii
CHAPTER 1: INTRODUCTION ..................................................................... 1
1.1. Background of the study......................................................................... 1
1.2. Rationale for the study ........................................................................... 4
1.3. Aim and objectives of the study ............................................................. 4
1.3.1. Aim of the study ............................................................................... 4
1.3.2. Objectives of the study ..................................................................... 5
1.3.3 Research questions ............................................................................ 5
1.4. Scope of the study .................................................................................. 5
1.5. Significance of the study ........................................................................ 5
1.6. Structure of the thesis ............................................................................. 6
CHAPTER 2: LITERATURE REVIEW .......................................................... 8
2.1. Online learning ....................................................................................... 8
2.1.1. Definitions of online learning........................................................... 8
2.1.2. Opportunities and barriers to implementing online learning .......... 11
2.1.3. Online learning in Vietnam during the Covid-19 pandemic .......... 11
2.1.4. Computer-mediated communication (CMC) .................................. 12
2.1.5. The role of the instructor/ teacher in an online classroom.............. 15
2.1.6. Teachers and students’ perceptions of online learning ................... 16
2.1.7. Suggested solutions for online learning problems during the
Covid-19 pandemic .................................................................................. 19

v
2.1.8. Teachers and students’ roles in online teaching and learning ........ 20
2.2. Previous related studies ........................................................................ 20
CHAPTER 3: METHODOLOGY .................................................................. 27
3.1. Research approaches ............................................................................ 27
3.2. Research setting and participants ......................................................... 28
3.3. Data collection instruments .................................................................. 31
3.3.1. Questionnaires ................................................................................ 31
3.3.2. Interview......................................................................................... 32
3.4. Data collection procedure ..................................................................... 33
3.4.1. Administering the questionnaire .................................................... 33
3.4.2. Administering the interview ........................................................... 33
3.5. Data analysis methods .......................................................................... 34
3.6. Summary .............................................................................................. 35
CHAPTER 4: FINDINGS AND DISCUSSION ............................................ 36
4.1. EFL teachers’ reasons for online English language teaching ............... 36
4.2. EFL teachers’ perceptions of the advantages of online English
language teaching. ....................................................................................... 41
4.3. EFL teachers’ perceptions of the disadvantages of online English
language teaching. ....................................................................................... 46
4.4. EFL students’ perceptions of the advantages of online English
language learning. ....................................................................................... 48
4.5. EFL students’ perceptions of the disadvantages of online English
language learning. ....................................................................................... 55
4.6. Summary .............................................................................................. 57
CHAPTER 5: CONCLUSION AND IMPLICATIONS ................................ 58
5.1. Summary .............................................................................................. 58
5.2. Research Implications .......................................................................... 59

5.2.1. Implications for educators .............................................................. 59
5.2.2. Implications for school administrators ........................................... 60


vi
5.2.3. Implications for teachers ................................................................ 60
5.3. Limitations of the study ........................................................................ 61
5.4. Recommendations for further studies................................................... 61
REFERENCES ............................................................................................... 64


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LIST OF ABBREVIATIONS

CMC: Computer-mediated Communication
EFL: English as a Foreign Language
EL:

English Language

ICT: Information and Communications Technology
MOET:

Ministry of Education and Training

TAM: Technology Acceptance Model
UNESCO: United Nations Educational, Scientific and Cultural
Organization
VCTs: Video Conferencing Tools

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LIST OF TABLES, FIGURES

Table 3.1: Background information of the teachers (N=51) .......................... 29
Table 3.2: Background information of the students (N=165) ........................ 30
Table 4.1. EFL teachers’ reasons for online English language teaching
(N=51) .......................................................................................... 36
Table 4.2. EFL teachers’ perceptions of the advantages of online English
language teaching. (N=51) ........................................................... 42
Table 4.3: EFL teachers’ perceptions of the disadvantages of online
English language teaching. (N=51) ............................................. 46
Table 4.4. EFL students’ perceptions of the advantages of online English
language learning. (N=165).......................................................... 48
Table 4.5: EFL students’ perceptions of the disadvantages of online
English language learning. ........................................................... 55
Figure 3.1: Quantitative data collection procedure ........................................ 33
Figure 3.2 Qualitative data collection procedure ........................................... 34


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CHAPTER 1: INTRODUCTION
This chapter begins by discussing the use of online teaching and
learning in the context of education around the world and in Vietnam.. It
then describes the rationale for the study, the research aim and objectives,
and the research questions.

This is followed by the scope and the

significance of the study. Finally, there is an overview of the organization of
the study.
1.1. Background of the study
Many recently Coronavirus illness, often known as Covid-19, has
been declared a worldwide pandemic since March 2020. Coronavirus's
widespread dissemination necessitates a social distancing strategy, which was
implemented as physical separation to prevent the transmission of Covid-19.
Many nations throughout the globe have tried this strategy, which has had a
major influence on numerous aspects of life, particularly education, as Flores
and Swennen (2020) point out. Covid-19 affects the way people live, interact,
work, teach, and learn.
One of the regulations for teaching and learning at all educational
levels during the spread of the Coronavirus sickness is that it must be done at
home via online learning. This rule mandates that all Phu Yen teachers switch
from face-to-face instruction to online instruction in the province.
According to Carliner (2004), online learning provides students with
access to learning activities through the use of technology. Online learning is
part of distance education. It suggests that, rather than attending school,
teachers and students utilize technology to teach and study at home.
Smartphones, laptops, tablets, and computers are just a few examples of the
types of technology that may be used. It suggests that online learning may
motivate students to engage in self-regulation in their learning, such as time


2
management, information review, asking help from instructors or friends,
meeting deadlines, and assessing their progress.
Furthermore, Dixson (2010) believes that students are more interested

in learning and acquire more in an online class than in a regular class. This
rise in engagement and accomplishment, however, might be attributed to a
stronger focus on online students' ability to self-engage in their learning
(Wickersham & Dooley, 2006).
The rapid widespread use of online learning in Vietnam has surprised
educators, students, parents, and the general public. Educators are surprised
because they must rapidly alter the structure, curriculum, and learning
method. While learning at home, students stutter because they have heaps of
tasks. Meanwhile, while accompanying the learning process with tasks and
worrying about survival and job during a crisis, parents get anxious.
Teachers, as online educators, have a number of obstacles when it
comes to teaching online. Many teachers reported to having insufficient
knowledge of how to use information and communication technologies (Adit,
2020). As a result, not all teachers are knowledgeable with the technology
utilized in online learning. As a result, many teachers had challenges when
using online learning during the epidemic. Their failure to build productive
contacts with students, other than providing and requesting for assignments, is
one of these issues (Sholekan, 2020). The teacher is unaware that the kids'
capacity to focus on listening and seeing on their cellphones requires just 1520 minutes. Teachers' insufficient knowledge on how to operate digital
systems causes them to be stiff and perplexed.
Furthermore, putting in place an online learning program is not
simple. Technically, every system should be ready. Online learning does not
replace face-to-face instruction with digital apps, nor does it need students to
gather homework on a daily basis. Students should be encouraged to be


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creative in accessing as many sources of knowledge as possible, generate
work, gain new insights, and eventually mould themselves into lifelong
learners through online learning. According to Palilonis and Filak (2009),

online learning should provide a consumer-centric approach as well as an
engaging experience. According to their findings, "online learning offers a
consumer-centric method to delivery that allows students greater control over
the learning experience," "digital learning," and "online technology" can
provide a model of interactive learning experiences for students. Circulation
over the internet can be increased.
One Education is one of the most common applications of the internet.
The internet may be used for a variety of purposes, including information
storage, unrestricted communication, online interactive learning, online
research, new world invention, learning development, and universal education
(Park, 2009). Since a result, the internet is a fantastic resource for students
and researchers, as it can be used not just for social networking and
amusement, but also for academic and scientific study. Furthermore, the
internet can help to increase the quality of education (Ciglaric et al., 1998).
Furthermore, the internet brings a slew of advantages to students and
educators. instructo. According to Dryli and Kinnaman (1996), the internet
allows pupils to find knowledge as well as analyze critically and creatively.
Thus, the researcher aims to investigate EFL teachers’ reasons for
online English language teaching, investigate EFL teachers’ perceptions about
the advantages and disadvantages of online English language teaching, and
investigate EFL students’ perceptions about the advantages and disadvantages
of online English language learning in Phu Yen for the first time due to the
covid-19 pandemic that affects the educational sector all over the world, also
to maintain the safety of students and teachers and the continuity of the
educational process in all educational institutions, in addition to preserve the
access of all students to their educational opportunity despite the exceptional


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circumstances that Vietnam and all countries of the world go through.

1.2. Rationale for the study
There English is a highly significant language in today's world.
Knowledge of English makes it simpler for pupils to open a variety of doors in
the future, and it will be vital in future careers. Students must practice four skills
every day in order to enhance their English levels at school. However, the
current scenario in Vietnam with the Covid-19 pandemic is quite problematic.
The Vietnamese government has enacted a quarantine legislation that requires
everyone to adhere to the quarantine for their own safety, affecting a wide range
of social spheres, particularly education. As a result, traditional face-to-face
teaching in schools is no longer possible. However, because of the outbreak, we
cannot restrict students from studying.
This is the time of “digitalization”, and it has already changed the
world, assists us more active when facing to the challenges. The rapid
development of Information and Communications Technology (ICT) is
unstoppable, which has been influencing from the fields of economy to many
areas of society. And now, it will make a next step on the field of education as
well. Thus, online learning has been applied in school instead. For online
education, teaching and learning of English skills will also be affected
considerably. Therefore, teachers will also have different opinions about the
procedure of online teaching and learning. Moreover, online teaching is not
only used in the period of Covid-19 epidemic but also for many kinds of
learning environments available for education.
1.3. Aim and objectives of the study
1.3.1. Aim of the study
This study aims to explore EFL high school teachers' and students'
perceptions about online English language teaching and learning.


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1.3.2. Objectives of the study

The main objectives of this study are as follows:
- To investigate EFL teachers’ reasons for online English language
teaching,
- To investigate EFL teachers’ perceptions about the advantages and
disadvantages of online English language teaching,
- To investigate EFL students’ perceptions about the advantages and
disadvantages of online English language learning.
1.3.3 Research questions
This study considers the following research questions:
1. What are high school EFL teachers’ reasons for online English
language teaching?
2. What are high school EFL teachers’ perceptions about the
advantages and disadvantages of online English language teaching?
3.

What are high school EFL students’ perceptions about the

advantages and disadvantages of online English language learning?
1.4. Scope of the study
The research was carried out with the participation of all 51 English
teachers and 165 students who have been teaching and learning English in
Phu Yen Province. This study just focuses on teachers’ and perceptions about
online teaching and learning, the reasons, and the advantages and
disadvantages in using online teaching and learning. The data was collected
through questionnaires and interviews.
1.5. Significance of the study
This research is considered to be important for some reasons. Online
learning is a novel means of learning, and there have been many studies on it,

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but this research will aid in the discovery of answers to the major issues that
hinder the learning process. Additionally, teachers and students will be able to
decide what they need to improve the efficacy of online learning as a result of
this research. Furthermore, the study's questionnaire offers a variety of issues
that may be used as a tool for additional research and to show various
elements of online learning. Teachers, students, researchers, academic
scholars, readers, and others interested in education may benefit from this
research.
1.6. Structure of the thesis
The thesis is presented in five chapters: Introduction, Literature
Review,

Methodology,

Findings

and

Discussion,

Conclusion

and

Implications.
Chapter 1, Introduction, presents the rationale, which introduces the
reasons why the researcher chose to conduct the study, the aim and objectives,
the research questions, the scope, the significance, the definition of important
terms and the structure of the thesis.

Chapter 2, Literature Review and Theoretical Background: shows
some previous relevant studies and relevant theoretical background for the
study.
Chapter 3, Methodology, explains the research methods. Firstly, it
presents the research approach. Secondly, it describes the participants.
Thirdly, it introduces the research instruments used to collect data. Lastly, this
chapter comes to an end with the procedure to conduct the study.
Chapter 4, Findings and Discussion, reports the results of the study.
First of all, the reliability of the instruments is introduced. Then, the
information collected from the questionnaire is analyzed. Finally, the data
from the interview is analyzed in order to give an in-depth explanation of the
findings of the study.


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Chapter 5, Conclusion and Implications, concludes the report of the
study. First, it summarizes the main findings of the study. Then, it suggests
the research implications. Finally, the limitations of the study and the
suggestions for future research make the last part of this chapter.


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CHAPTER 2: LITERATURE REVIEW
This chapter presents the main concepts and terms building the
theoretical foundation of the study. In this chapter, online teaching and
learning of EFL high schools in Phu Yen provinces are written and explained
in detail. Finally, previous related works conducted by other researchers are
reviewed in terms of their focuses and findings.
2.1. Online learning

The utilization of social networks in online learning, collaborative
learning, and the significance of social integration in online social learning
settings are all explained well by sociocultural theory and constructivism.
Children learn best in a social setting, according to Lev Vygotsky (1987), and
they construct meaning through interacting with others. With guidance,
assistance, and cooperation, a youngster is able to carry out and complete
more challenging tasks than they could on their own. If classes are designed
to facilitate learning via exploration, students can actively engage in the
learning process. This method of instruction enables pupils to draw
conclusions deductively and on their own. It also fosters intellectual growth
and improves knowledge and durability.
2.1.1. Definitions of online learning
Different definitions of online learning have been used in studies.
Onlin learning is the term used to describe the deliberate use of technology
and information in the teaching and learning process. Virtual learning, elearning, networking, distributed learning, and web-based learning are other
names that are used to characterize the usage of online learning. Online
learning, according to Hanum (2013), is the use of information and
communication technologies, with these two elements supporting and
facilitating this learning approach. In the meantime, online learning,


9
according to Surjono (2013), is education that utilizes the internet and
technology. In the online learning system, the teacher not only communicates
with students about the learning resources they may access online, but also
conducts evaluations, collaborates, establishes communication, and conducts
other learning-related activities. Additionally, the concept of student freedom
in learning relates to being adaptable and open in terms of pace, location,
timing, material, learning styles, and evaluation methods, as well as impartial
and collaborative learning. It can be inferred from some of the definitions

given above that the phrase "online learning" encompasses more than just elearning, virtual learning, distributed learning, web learning, or network
learning. The term "online" in the phrase "online learning" refers to all
teaching and learning activities that are conducted either individually or in
groups using computer networks or other electronic devices and synchronous
or asynchronous systems.
AlHamad et al. (2014) see online learning as an advantage since it
allowed students to study at home. Dabbagh and Bannan-Ritland (2005, as
cited in Van and Thi, 2021) identify the physical presence of teachers and
students in physical classrooms at a set time, with teachers‟ linear teaching
methods being replaced by online learning, which is all dynamic, unbound,
and the practice of pedagogical active learning and learner-centered approach
(Browne, 2005). Other researchers classify online learning based on the
flexibility of the classes (Atack, 2003; Fish, 2017; Horspool and Lange, 2012;
Platt et al., 2014), the convenience with and without family issues and/or
health problems (Dyrbye et al., 2009; Kokko et al., 2015) and the expansion
and popularity (Landrum et al., 2021). From a different perspective, Urdan
and Weggen (2000) describe “online learning” as web-based learning,
internet-based learning, virtual learning, cyberlearning, or net-based learning,
which is also referred to as a subset of distance education. Basic
manipulations of online learning


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courses include “text and graphics of the course, exercises, testing, and recordkeeping while more complex ones include animations, simulations, audio and
video sequences, peer and expert discussion groups, online mentoring, linking to
material on the web, and communication with corporate education records
(Urdan and Weggen, 2000). As a result, online learning focuses on both online
learning content and the obvious use of technology to deliver relevant and
successful lessons. Allen and Seaman (2007) identify the four primary types of
learning based on the quantity of online content given. Traditional learning sees

no contribution of supplied content (0%), but a Web-facilitated strategy allows
for a percentage of 1% to 29% delivered online content. Blended or hybrid
learning is described as transferring 30% to 79% of learning information online,
while online learning is defined as transferring more than 80% of the learning
process electronically. Figure 1 illustrates the situation:

Figure 1. The proportion of online content delivered in different kinds of
learning -Allen and Seaman (2007)

Campbell (2004, as cited in Van and Thi, 2021) claims that the emphasis of
online learning in higher education is on students‟ metacognitive growth, such as
reflective and collaborative learning. Furthermore, it is desired to achieve
unplanned subject knowledge and learners‟ self- directedness to optimize
incidental learning and boost performance.


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2.1.2. Opportunities and barriers to implementing online learning
Several research investigating perspectives of online learning
implementation in language learning contexts have been published in recent
years. Studies on the implementation of online learning in Taiwan (Pituch and
Lee, 2006), Hong Kong (Lam et al., 2011), Oman (Tanveer, 2011) and Egypt
(Gamal et al., 2011) show that the vast majority of students have ready access
to web-enabled personal computers and web features, as well as their digital
devices. They also make extensive use of digital and web aspects in their
daily life, whether for communication or to build social networks. Tanveer
(2011) finds that online learning allows students to be more autonomous,
provides a variety of activities, promotes intrinsic motivation to learn, helps
introvert students interact more effectively, allows students to gain meaningful
study experience and time management skills, and allows teachers to have a

more student-centered form of learning.
Despite its importance, online learning does have some disadvantages.
According to Ku and Lohr (2003), one of the most commonly mentioned
disadvantages of online learning is the technological difficulties students have
when they try to use the Internet. The issues include frequent internet
connection disruptions, delayed loading, and software and hardware
incompatibilities. Furthermore, Keller and Cernerud (2002) suggest that the
most visible flaws in the use of online learning are inconsistent usage of
online learning across courses, technological issues, excessive reliance on
computers, and a lack of human interaction.
2.1.3. Online learning in Vietnam during the Covid-19 pandemic
Since the emergence of the Internet in the twentieth century, online
learning has existed in Vietnam. However, due to the Ministry of Education
and Training’s (MOET) implementation of online education in Vietnam, its
popularity among students has only recently exploded. In addition, as a result,


12
numerous colleges and high schools have begun to use this type of learning in
various ways, depending on their educational goals. When the Coronavirus
pandemic hit Vietnam and the rest of the world, the spirit of “continuing to
learn despite school closure” (Nha, 2020) spurred educators and students to
try online learning while also combating the Covid-19 pandemic. It is
possible that the quarantine period in Vietnam during the first quarter of 2020
was the first time that all students had access to online education. This is
essentially a means of combating the virus, but it has nonetheless opened a
new door for Vietnamese education. Chat rooms, polls, quizzes, discussion
boards, and presentations can all be used to help students attain their learning
objectives simply and constructively. Most institutions use Microsoft Teams,
Google Meet, Zoom, Skype, and other learning management systems.

Employing online learning is becoming increasingly important since it
provides

practical

reasons

for

all

stakeholders

to

have

on-time

implementations, particularly to support online learning in the digital age.
2.1.4. Computer-mediated communication (CMC)
When we talk about computer-mediated communication, we are
talking about it in the sense of an umbrella word that encompasses computerbased training, informatics, and human-to-human communication in the form
of email and computer conferences, according to (Collins and Berge, 1996, p.
3). In computer-based instruction, the computer (whether networked or not)
takes on the role of patient instructor or tutor, generally on a one-to-one
basis and with highly structured and pre-prepared course materials. The
computer is used in informatics to access data from its own data storage
media or, in a networked situation, from remote databases such as online
public-access library catalogues or external file servers and archives, using

clientapplications such as World Wide Web browsers.
Computer conferencing is a focus within CMC. This can be


13
accomplished through email and mailing lists, as well as computer conferencing
systems. We use the word “computer conference” in a broad sense to refer to a
wide range of computer-mediated human-to-human interactions.
2.1.4.1. The advantages and disadvantages of CMC
The benefits of computer conferencing, according to Collins and
Berge (1996), include communicating with other students and the instructor
from a distance rather than studying alone. It is possible to create a virtual
community that provides support and encouragement while also encouraging
sharing among participants, which can aid in overcoming the isolation of
remote places. Students can be asked to join the conference with guest
“lecturers”, which allows them to interact directly with specialists in their
fields. It can be quite convenient because it is theoretically as close as the
nearest phone or modem connection. Computer conferencing can take place at
any time and from any location.
According to Collins and Berge (1996), the difficulties in acquiring
stable access to a networked computer are the first downsides of computer
conferencing. Students may not see a fair return on their investment due to
high learning curves and time commitments. Technical help is essential
because numerous computer and software setups may or may not
communicate with one another. And just because a student has used
computers in the course of their studies does not mean they understand how to
utilize telecommunications software, that they know how to upload and
download files, or that they know how to make folders in their electronic mail
program to store incoming messages. The email looks to be fleeting and
ubiquitous, and convincing participants to accept conference contributions as

“real” and “important” can be difficult. Students in online conferences must
pace themselves, remember to log in regularly, and attend to their course
activities, whereas students in place-based classrooms are used to setting


14
aside a portion of their lives for travel and attendance in planned classroom
sessions.
To put it simply, social context cues are lacking in conferences, which
might pose issues because humans are accustomed to the high bandwidth of
face-to-face conversations. Misunderstandings can happen rapidly and
resolving them can be difficult and time-consuming. Those who cannot
normally communicate in a face-to-face classroom can do so in the relative
anonymity of internet conferencing.
2.1.4.2. Social media and video conferencing as tools for online learning
During the Covid-19 outbreak, independent study is among the most
prevalent and important ways to learn a language. Learning language skills,
particularly speaking skills, is a hallmark of 21st-century learning for
academic and employability objectives. One of the features is the ability to
apply ICT knowledge, particularly technical expertise, to language acquisition
(Koh et al., 2017). Educators should increase their capacity to be more
creative in their use of technology to meet the requirements of their students
in a variety of disciplines. Teaching and learning should not be limited to the
classroom; both instructors and students should use technology to make
language learning materials available. Online learning may provide
fascinating learning possibilities for learners by creating and maintaining
supportive learning environments, fostering learning communities, giving
consistent input on time, and employing the best technologies to produce the
proper information. Ain and Mustafa (2015) assert that learners will not be
bored when participating in online learning activities. During the Covid-19

pandemic, higher education institutions are rapidly turning to online learning
tools to replace traditional teaching methods.
Learners like using social media platforms like Facebook, WhatsApp,
Instagram, and YouTube to practice English (Ghounane, 2020). On these


15
social networking sites, students from all over the world can engage and
debate a variety of topics (Musa et al., 2015). Learners can study not only the
standard form of the language but also its variants, thanks to the usage of
mobile-mediated communication. Learners prefer to use Facebook for
academic purposes, according to Azeez Al-Jumaili et al. (2017), because the
chat functions and other communicating elements are regarded as userfriendly. According to Faryadi (2017), Facebook helps students improve their
language proficiency and comprehension skills. His findings also suggest that
Facebook fosters English language learning by enhancing Malaysian learners’
attitudes, confidence, contentment, motivation, and perceptions of gaining
English speaking skills. According to Low and Warawudhi (2016), Facebook,
as well as educator-learner interaction, can enhance students’ interest and
attitudes toward studying English. Out-of- class activities allegedly increase
student involvement in their studies, and Facebook can be an effective tool for
teaching speaking skills to a large class of mixed-ability learners.
Furthermore, according to Dizon (2015), Facebook has the potential to
improve language education and increase communication beyond classroom
boundaries. Its simplicity allows students
to communicate both synchronously and asynchronously, as well as reduces
anxiety among students who are hesitant to use the second language.
2.1.5. The role of the instructor/ teacher in an online classroom
Many criteria are required for successful online learning, which Collins
and Berge (1996) divide into four categories: pedagogical, social, managerial,
and technical. Not all of these roles must be fulfilled by the same person. In

fact, they may be extremely rare. The roles are briefly described here.
 Pedagogical (intellectual; task) - One of the most significant
responsibilities of an online instructor/moderator/tutor is to act as an
instructional facilitator. The instructor shares their expertise and insights and