从沙特阿拉伯中学教师和学习者的角度看2019冠状病毒病期间和之后的远程语言教学

Dania Alshamrani, Yasser Alsuhaibani
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引用次数: 0

摘要

本研究的目的是从沙特阿拉伯中学英语教师和学习者的角度探讨远程教育的实施情况。远程教育于2020年3月9日确定,并于2020年3月15日开始。该研究使用两种工具实施了混合方法;半指导访谈和问卷调查;共有1149名学生和398名教师参与了问卷调查,3名教师和4名学习者参与了访谈。结果显示,学生普遍接受远程英语教学。调查结果还揭示了不同方面的主要挑战。从管理方面来看,研究结果证实了远程学习中教师工作量和学习者作业的增加对学习过程产生了负面影响。至于教育方面的问题,结果显示对评估准确性和学习者参与远程学习的关注。这项研究发现,技术问题通常在缺课和注意力不集中方面起着至关重要的作用。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
An Insight into Distance Language Teaching/Learning from Secondary School Teachers’ and Learners’ Perspectives during and post COVID-19 in Saudi Arabia
The aim of the study is to discuss the situation of implementing distance education from the perspective of secondary school English language teachers and learners in Saudi Arabia. The shift to distance education was determined on the 9th March and started on 15th March, 2020 respectively. The study has implemented a mixed-methods approach using two instruments; semi-instructed interviews and questionnaires; 1149 students and 398 teachers from both genders responded to the questionnaires, 3 teachers and 4 learners participated in the interviews. Results showed an overall acceptance for distance English language teaching and learning. The findings also revealed the main challenges for different aspects. From the management aspects, the findings confirmed an increase in teachers’ workload and learners’ assignments in distance learning that negatively affects the learning process. Turning to the educational issues, results indicated concerns about assessment accuracy and learner participation in distance learning. This study has found that technical issues generally play a vital role in missing classes and losing concentration.
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