Adapting English as a Foreign Language (EFL) University Classrooms in the Pademic - Challenges, Resolutions, and Best Practices

서지정보

· 발행기관 : 장로회신학대학교 기독교사상과문화연구원
· 수록지 정보 : 장신논단 / 55권 / 4호 / 147 ~ 175페이지
· 저자명 : 김민정

초록

The COVID-19 pandemic has led to significant changes in various aspects of people's lives worldwide. In South Korea, the impact of COVID-19 on the education system has been notable, particularly with the shift from traditional face-to-face instruction to a fully online learning environment in universities. Despite this profound shift, there remains a lack of comprehensive literature addressing the insights and experiences of students in this context.
This study seeks to address this gap by examining the challenges faced by 53 Korean students studying English as a Foreign Language (EFL) during online classes, as well as the strategies they employed to overcome these challenges and their suggestions for improvement.
Through qualitative analysis of written responses and semi-structured interviews, the research findings reveal that these EFL students encountered difficulties in three primary areas: interactions with instructors, interactions with their peer groups, and difficulties related to the course content.
A key shared challenge among these students in the context of learning English as a second language in online courses was the implementation of an "English-only" policy, which limited their ability to engage in genuine and direct interactions. To address these challenges, the students recommended the utilization of multiple communication platforms such as Zoom, Kakao Talk, google classrooms, emails, and other social networks to facilitate more effective interaction. Additionally, they expressed the need for a more relaxed approach to the English language policy within online classrooms and suggested reducing the rigor of assignments in these virtual settings.
In summary, the findings shed light on the unique dynamics of full online learning during the COVID-19 outbreak in an EFL context. These insights can be valuable for enhancing the design and implementation of online classroom settings in the future.

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