COVID-19 Pandemic and Online Classroom Interaction in the Japanese Context
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| Title: | COVID-19 Pandemic and Online Classroom Interaction in the Japanese Context |
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| Language: | English |
| Authors: | Christopher, Adam |
| Source: | Journal of Learning Spaces. 2023 12(1):92-99. |
| Availability: | University Libraries, University of North Carolina at Greensboro. PO Box 26170, Greensboro, NC 27402. Tel: 336-334-5880; Fax: 336-334-5399; e-mail: erhelp@uncg.edu; Web site: http://libjournal.uncg.edu/ |
| Peer Reviewed: | Y |
| Page Count: | 8 |
| Publication Date: | 2023 |
| Document Type: | Journal Articles Reports - Research Tests/Questionnaires |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Foreign Countries, English (Second Language), Second Language Instruction, Language Teachers, Barriers, Online Courses, COVID-19, Pandemics, Interaction, Coping, Faculty Development, College Faculty, Electronic Learning |
| Geographic Terms: | Japan |
| ISSN: | 2158-6195 |
| Abstract: | This paper investigates the challenges EFL instructors faced while delivering online classes during the pandemic in Japan in order to help language instructors improve the quality of classroom interaction they provide. Semi-structured interviews were conducted with seven EFL instructors at the English Department of a Japanese university. Participants revealed how they overcame challenges to engage students in online class interactions. However, the instructors pointed out that the online pedagogical training that they had received was inadequate. The paper argues that universities should formulate standardized guidelines for online education and expand the opportunities provided for instructors to receive adequate training. |
| Abstractor: | As Provided |
| Entry Date: | 2023 |
| Accession Number: | EJ1400471 |
| Database: | ERIC |
| Abstract: | This paper investigates the challenges EFL instructors faced while delivering online classes during the pandemic in Japan in order to help language instructors improve the quality of classroom interaction they provide. Semi-structured interviews were conducted with seven EFL instructors at the English Department of a Japanese university. Participants revealed how they overcame challenges to engage students in online class interactions. However, the instructors pointed out that the online pedagogical training that they had received was inadequate. The paper argues that universities should formulate standardized guidelines for online education and expand the opportunities provided for instructors to receive adequate training. |
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| ISSN: | 2158-6195 |
