Abstract
Due to the recent COVID-19 pandemic in the world, all institutions of the society have been severely affected. Some of the consequences of this crisis had both positive and negative effects on certain areas. Among these, education is the one that will have the greatest impact on the future. This paper attempted to determine the perspectives of English language teaching student teachers and their instructors on distance education during COVID-19 pandemic. The participants of the study were 40 senior students from the English Language Teaching department and their 4 instructors from a Turkish state university. Both qualitative and quantitative research models were used in this study. Descriptive analysis was used for qualitative data whereas statistical procedure was applied for quantitative data. A questionnaire and semi-structured interview forms were employed as data collection instruments. The results revealed that student teachers and their instructors have both positive and negative opinions about distance English language teaching education during COVID-19 pandemic. One of the most frequently stated problems with distance education refers to student teachers’ experiences of teaching practicum, whereas they had no difficulty in theoretical courses. The positive opinions are regarding time-space flexibility, reviewing lessons by recordings, self-paced learning, affordability, comfort, sharing a wide range of resources, instant feedback, whereas negative opinions are about technical problems, applied courses, lack of social interaction, assessment and evaluation, workload, health problems and low motivation. It is suggested that distance education training for both student teachers and instructors will be useful for future experiences.
Highlights
As practitioners, teachers are the most important component in education systems, because teacher quality matters in achieving goals of education and development of societies
In accordance with the findings obtained from the quantitative data, the participants' level of attitude towards distance education in Table 7, the normality test results according to the gender variable in Table 8 (Shapiro Wilk), the difference in the attitude levels of the participants according to the gender variable in Table 9 (Mann -Whitney U test), normality test results according to the variable of having pre-distance education experience (Shapiro Wilk) in Table 10, and the difference in attitude levels according to preliminary distance education experience before COVID-19 in Table 11 (Independent samples t-test) are presented
In which the distance English language teaching education during COVID-19 pandemic was evaluated from the perspectives of ELT student teachers and their instructors, it can be concluded that there are both positive and negative aspects of distance education
Summary
Teachers are the most important component in education systems, because teacher quality matters in achieving goals of education and development of societies. Evaluation of distance English language teaching education during COVID-19 pandemic from the perspectives of ELT student teachers and their instructors. Kuyumcu-Vardar / Journal of Pedagogical Research, 5(3), 198-220. It was reported that more than 91.3% of students in the world could not go to their schools (UNESCO, 2020), face to face education has been impossible. At this point, the issue of distance education has received considerable critical attention (Telli-Yamamoto & Altun, 2020). The issue of distance education has received considerable critical attention (Telli-Yamamoto & Altun, 2020) This situation has led countries to transform face to face education into emergency distance education (Bozkurt & Sharma, 2020). There is an urgent need for qualified distance education (Trikoilis & Papanastasiou, 2020)
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