온라인 교수학습에 대한 영어교사 인식 분석

Abstract

During the COVID-19 pandemic, many South Korean schools shifted from face-to-face to remote teaching. As the crisis was both unexpected and urgent, EFL school teachers had to quickly adapt to online language teaching without sufficient preparation or training and experienced many challenges in delivering effective language teaching in online contexts. Based on a national-scale survey, the present study examines South Korean EFL teachers’ experience with emergency remote language teaching during COVID-19. Over 100 EFL middle school teachers nationwide completed the web-based survey inquiring about their experience with remote language teaching during the crisis and the challenges and requirements of delivering online lessons. The data suggest that teachers used synchronous online language teaching based on video conferencing technology as the main mode of teaching. However, they struggled to facilitate learning activities that require frequent interaction among classmates and the teacher, and they experienced difficulty developing effective lessons and assessments in the context of online teaching. This study suggests the need for teacher training tailored to online language teaching and institutional support for teaching materials and instructional tools that can be used in online teaching contexts. The study sheds light on the importance of a long-term plan for developing guidance for online language teaching, which continues to be in increased demand in the post-COVID-19 era.