Abstract
This chapter aims to find out the different strategies utilized by the English language teachers in their online classes. For this purpose, a qualitative multiple case study approach has been adopted to know about the strategies in detail. The findings showed that the teachers used a number of strategies to engage the learners in online classes to motivate them to take the classes regularly and overcome the boredom. Also, innovative ways of teaching the four skills of language using different activities, online resources, and technology integrated applications. Testing and assessment were done utilizing the digital software and multiple ways of assessing the performance of the leaner. Also, a range of digital tools and applications enabled the learners to perform better in online classes. These applications enable the learner to understand the instructions easily and apply their knowledge and learn by peer-competition and group collaboration. Overall, the different strategies utilized by the teachers enabled the students to perform better in the online classes.
TopIntroduction
Globally, the pandemic introduced the world to technological advancement and adoption of modern teaching and learning management systems. (United Nations Development Programme, 2005). Many countries have already advanced in this field by providing equal learning opportunities to learners. However, South Asian countries still faced problem but exposure and continuous professional development enabled the teachers to adopt modern teaching pedagogies and strategies using digital medium to enhance learning opportunities (United Nations Educational, Scientific and Cultural Organization (2020).
Online education provided an alternative platform of learning (Ratten, 2020; Quershi et al, 2020; Khan & Magd, 2021). However, within South Asian countries like Pakistan, India and Bangladesh; this sudden change in the education system exposed the education standards and the institutes remained closed for several days initially (Morina et al; 2021). As online education solely rely on technical equipment and resources; Pakistan unfortunately had limited resources (Khan, 2020); as only 7% of Pakistani household owns a laptop and within the Sindh province where the study has been contextualized only 8% of households owns it while the 92% does not own a laptop (Gallup Pakistan survey, 2020). Similarly, over the years, digital gadgets especially mobile phones have become common; as there are 62 million broadband subscribers; however yet many of them do not have a proper internet connection (PTA, 2020). With these available resources and infrastructure; institutes within Pakistan focused on empowering the teachers to create innovative and creative learning opportunities during the classroom (Raza & Coombe, 2020).
Online teaching was not a new phenomenon in Pakistan, as previously short courses were being taught and remote learning was introduced by Virtual University and other private institutes. However, Covid-19 changed the dynamics of traditional teaching and learning and online education became the new norm in 2020 (Liguori and Winkler, 2020).
During the Covid-19 time, the online synchronous education model was followed by all the institutes in the world and Pakistan. However, the second phase, post-Covid-19 introduced blended learning with online and on-campus classes. In the third phase, students had the opportunity to opt for hybrid education where they can attend physical on-campus or online classes due to the health advisory issued by the government.
Online education at large-scale was being used for the first time in Pakistan. Therefore, initially there were a lot of administrative and academic issues (Quershi, et al., 2020). With time, these issues were resolved; however, online education required teachers to redesign the teaching pedagogies and curriculum and shift to the digital world. As the medium of education within Pakistan shifted from traditional to online learning. The online teaching introduced new ways of teaching and learning and required learning to be engaging and interactive through the digital medium; so that we do not face an educational crisis in the near future in Pakistan (Abbasi et al., 2022)
However, engaging and motivating students to take online classes has been easier for subject teachers as compared to language teaching. As English teachers have to transform the four skills of language which was quite challenging for English language teachers. As a result, digital teaching using interactive methodology was introduced among higher education institutes. (Abbasi & Aftab, 2021) Consequently, teachers learnt to use different engaging strategies while delivering online lectures using synchronous and asynchronous activities for enhancing the learning achievement of learners (Raharjo, & Pertiwi, 2020).
Key Terms in this Chapter
Teaching Strategies: These are the different kind of activities and tasks that are utilized by the teacher to engage the students. These activities can be utilized in the beginning as an icebreaker; or in the middle as a warm-up and towards the end: as an exit ticket.
Synchronous Learning: Teaching and learning that takes place on the digital medium and during the classroom. The teacher will deliver the online lecture while students would do a range of activities by utilizing the same platform.
English Language Learning: Learning that takes place to acquire the four different skills of a language on a digital platform.
English Language Program: Learning that is planned and follows a curriculum to achieve the learning outcomes of the platform.
Asynchronous Learning: Teaching and learning that place beyond the classroom environment and digital platform. It provides the learning an opportunity to practice, revise and learn as a self-dependent learner using the digital platform to acquire language.
Blended Learning: Learning that involves both online and offline modes of teaching and learning.
Online Learning: Learning that takes using different digital platforms, applications and computer-based software and programs.