Possibilities and Challenges of Online ELL Classrooms as an Alternative: Initiative during the COVID Crisis

MEXTESOL Journal. Bernardo Couto 48, Col. Cuauhtemoc, Alcadía Cuauhtemoc, Ciudad de Mexico, 06880, Mexico. Tel: +55-55-66-87-49; e-mail: [email protected]; Web site: http://www.mextesol.net/journal/

Y

20

Foreign Countries; COVID-19; Pandemics; Online Courses; School Closing; English (Second Language); Second Language Instruction; Higher Education; Educational Technology; Electronic Learning; College Faculty; Barriers; College Students; Teacher Attitudes; Student Attitudes

2395-9908

This study explores the possibilities and challenges of online English language classrooms as an alternative to traditional physical classrooms at the tertiary level. To cope with the challenges of the COVID-19 pandemic, UGC (University Grants Commission) implemented online classes to carry on regular educational activities when the government of Bangladesh shut down all educational institutions, including the universities, to stop the spread of the virus. This study examines the options, opportunities, and challenges of such classrooms from the perspectives of both teachers and learners. There are several studies on e-learning, online platform-based classes, and Massive Open Online Courses that mainly focused on supplementing regular classrooms to enhance English language learning. None of them is designed to replace the physical traditional language classrooms at the tertiary level. On the contrary, this study explicitly examines the gap by employing a quantitative study, particularly a Likert scale-based survey, to identify the prospects and challenges of online classes for tertiary students and teachers as an alternative to traditional English language classrooms. One hundred fourteen participants, including 29 teachers from 12 universities across the country, participated in the study. The results showcase the availability of smart and portable gadgets, the ability to create an interactive learning environment, flexibility, convenience in classroom management and evaluation systems, and many other positive prospects of online classrooms. To address additional challenges, the study identified the lack of training and motivation, psychological pressure, issues with internet connectivity, and adaptation to the new culture to adapt to the 'new normal' in the ELL context of Bangladesh.

As Provided

2023

EJ1381459