Sustaining Language Skills Development of Pre-Service EFL Teachers despite the COVID-19 Interruption: A Case of Emergency Distance Education

Tuçe Öztürk Karataş,Hülya Tuncer

doi:10.3390/su12198188

Tuçe Öztürk Karataş, Hülya Tuncer

Open Access

https://doi.org/10.3390/su12198188

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Journal: Sustainability	Publication Date: Oct 4, 2020
Citations: 54	License type: CC BY 4.0

Affiliation: Mersin University, Cukurova University

Abstract

The COVID-19 pandemic has caused teachers and students to abandon their physical classrooms and move into emergency distance education (EDE) settings. Thus, sustaining the quality in education has become a challenge during this transitional period. Within this context, the aim of this study was to explore the impact of EDE on language skills development (reading, writing, listening, and speaking) of Turkish pre-service teachers of English as a foreign language (EFL). In this qualitative study, data were gathered from 118 pre-service EFL teachers about the advantages and disadvantages of EDE for their language skills development. Thematic analysis was used as a research design, and nine themes emerged for both advantages and disadvantages. The most important theme for both categories is content and implementation of online courses. This study pinpointed the eminence of this theme, for if it is emphasized enough and handled efficiently, it plays a huge role in developing language skills. The themes and sub-themes generated through thematic analysis showed the advantages and disadvantages of EDE for each skill in detail and also proved that EDE was most advantageous for writing skill and least advantageous for speaking skill. The participants stated that, since writing skill was constantly used for almost all homework, assignments and projects, that skill was nurtured the most. Nevertheless, speaking skill was ignored during online courses, and writing became the new mode of communication by replacing speaking. The outcome of the present study encourages preparedness for EDE against a possible second wave. Thus, the study is hoped to pave the way for anticipating issues and developing solutions for EDE contexts to preserve sustainability in higher education.

Highlights

COVID-19 is a health crisis that has affected and changed our habits and common elements of our life
In order to create an attempt to implement quality education (SDG 4) in the pandemic context, this study aims to understand how the COVID-19 interruption has affected the development of language skills of pre-service English as a foreign language (EFL) teachers
Being aware of the current unsustainable circumstances that COVID-19 has caused in education, this study focused on the impact of emergency distance education (EDE, the preferred terminology in this study) on sustaining language skills development for Turkish pre-service EFL teachers

Summary

Introduction

COVID-19 is a health crisis that has affected and changed our habits and common elements of our life. The spread of COVID-19 is the first crisis with such global effects [1]. Education has non-immunity [2], and in the related literature, the pre-COVID world has been defined with these words: “Up until very recently, worldwide higher education has lived a dream of prosperous global exchange and sustainable development . The COVID-19 pandemic has brought about enormous hindrance to the internationalization of higher education in our increasingly globalized, yet divided, world” [3] COVID-19, announced as a pandemic by the World Health Organization on 11 March 2020 [4], rapidly became a massive international concern. The COVID-19 crisis has affected all spheres of life. The pandemic has endangered the achievement of UN Sustainable Development Goals (SDGs) set to improve people’s lives and the natural world by 2030 [5]

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