Student-Centered Interactions within an ESL Classroom using Online Breakout Room

Abstract

This study addresses student-centered strategies within an English as a Second Language (ESL) classroom context, more so now that we are still experiencing and yet to recover wholly from the COVID-19 pandemic. It is note-worthy that the use of online breakout rooms within an online web conferencing platforms (such as Zoom, Slack, Google Meet, Microsoft Teams, and Skype), seem to become one of the best tools that are readily available to instructors within their several classes. Therefore, this research aims to investigate the perceptions of some of these students regarding the use of online breakout rooms during class teaching, explicitly in relation to their In-Course Research Proposal project in English language. This study reviews possible empirical studies on the effectiveness of active learning techniques such as breakout rooms within different contexts (e.g., Moorhouse, 2020; Saltz & Heckman, 2020; Martin & Parker, 2014). The methodology employed in this study consists mainly of quantitative analysis, using a handful of survey questionnaires and qualitative analysis, using semi-guided interviews which were collated during some of the Technical Writing online Zoom classes. Interestingly, the data show that most of the students find the use of online breakout room sessions quite exciting, innovative during the class lessons, and as a motivating tool in fostering class attendance and participation. Thus, the paper provides insights into student-centered innovations as well as contributes to the field of e-learning and teaching in Bahrain and the Middle East higher education sectors at large.