The Impact of Pandemic on Students’ Social Skills: Teachers’ Reflection towards English Speaking Class
DOI:
https://doi.org/10.21512/lc.v17i1.8852Keywords:
pandemic impact, student social skills, teacher reflection, speaking classAbstract
The research aimed to explore negative impact of the pandemic on students` social skills on speaking skill development. The shortcomings of a past pandemic era had impacted the offline English Foreign Learner (EFL) classroom in the new era. Dozen of difficulties and challenges that were faced by the students affected English speaking skills as one of the productive skills in language learning. As the core of English-speaking substances, online learning influenced the students’ social skills development, raising speaking anxiety due to the issue. The research was conducted applying a qualitative narrative method. Data were collected by interviewing three secondary teachers using semi-structured interviews, and the results were analyzed using Critical Discourse Analysis (CDA). The finding indicates that the pandemic has increased the students’ anxiety which has become a common factor that has been decreasing the students’ social skills; it is caused by the ineffective teaching procedure, learning media used, and activities that have been implied during the past pandemic era. Furthermore, despite that negative effect, this finding can be further developed to improve teaching methods in other emerging education conditions. In addition, an observation method is suggested to get the actual condition.
Plum Analytics
References
Adedoyin, O. B., & Soykan, E. (2020). Covid-19 pandemic and online learning: The challenges and opportunities. Interactive Learning Environments, 31(2), 863-875. https://doi.org/10.1080/10494820.2020.1813180.
Bashori, M., van Hout, R., Strik, H., & Cucchiarini, C. (2020). Web-based language learning and speaking anxiety. Computer Assisted Language Learning, 35(5-6), 1058-1089. https://doi.org/10.1080/09588221.2020.1770293.
Bensalem, E., & Thompson, A. S. (2021). Multilingual effects on EFL learning: A comparison of foreign language anxiety and self-confidence experienced by bilingual and multilingual tertiary students. International Journal of Bilingual Education and Bilingualism, 25(7), 2653-2667. https://doi.org/10.1080/13670050.2021.1943306.
Brownhill, S. (2022). Asking key questions of self-reflection. Reflective Practice, 23(1), 57-67. https://doi.org/10.1080/14623943.2021.1976628.
Christiansen, I. M., & Els, R. (2021). The Call of Zulu: Reflections on the development of a computer-assisted language learning package. Computer Assisted Language Learning, 34(3), 246-269. https://doi.org/10.1080/09588221.2019.1604552.
Christoffersen, K. O. (2017). What students do with words: Language use and communicative function in full and partial immersion classrooms. NABE Journal of Research and Practice, 8(1), 92-110. https://doi.org/10.1080/26390043.2017.12067798.
Dewaele, J. M., & Pavelescu, L. M. (2021). The relationship between incommensurable emotions and willingness to communicate in English as a foreign language: A multiple case study. Innovation in Language Learning and Teaching, 15(1), 66-80. https://doi.org/10.1080/17501229.2019.1675667.
Ekoç, A. (2021). Teaching speaking with works of art in a preparatory class at university. Innovation in Language Learning and Teaching, 15(5), 415-427. https://doi.org/10.1080/17501229.2020.1824232.
Etherington, K. (2019). Research methods: Reflexivities-roots, meanings, dilemmas. Counselling and Psychotherapy Research, 4(2), 46-47. http://dx.doi.org/10.1080/14733140412331383963.
Gacs, A., Goertler, S., & Spasova, S. (2020). Planned online language education versus crisis-prompted online language teaching: Lessons for the future. Foreign Language Annals, 53(2), 380-392. https://doi.org/10.1111/flan.12460.
Gkonou, C., & Mercer, S. (2017). Understanding emotional and social intelligence among English language teachers. Manchester, UK: British Council.
Henry, A., & Thorsen, C. (2021). Teachers’ self-disclosures and influences on students’ motivation: A relational perspective. International Journal of Bilingual Education and Bilingualism, 24(1), 1-15. https://doi.org/10.1080/13670050.2018.1441261.
Herd, W. (2015). Interlanguage: Forty years later, edited by Z. Han and E. Tarone. Language and Education, 29(5), 474-476. https://doi.org/10.1080/09500782.2015.1027220.
Ho, Y. Y. C. (2020). Communicative language teaching and English as a foreign language undergraduates’ communicative competence in tourism English. Journal of Hospitality, Leisure, Sport, and Tourism Education, 27, 100271. https://doi.org/10.1016/j.jhlste.2020.100271.
Jiang, Y., & Dewaele, J. M. (2019). How unique is the foreign language classroom enjoyment and anxiety of Chinese EFL learners? System, 82, 13-25. https://doi.org/10.1016/j.system.2019.02.017.
Krashen, S. D. (1982). Principles and practice in second language acquisition. Oxford, UK: Pergamon Press Inc.
Lee, J. S., & Hsieh, J. C. (2019). Affective variables and willingness to communicate of EFL learners in in-class, out-of-class, and digital contexts. System, 82, 63-73. https://doi.org/10.1016/j.system.2019.03.002.
Liu, I. F. (2020). The impact of extrinsic motivation, intrinsic motivation, and social self-efficacy on English competition participation intentions of pre-college learners: Differences between high school and vocational students in Taiwan. Learning and Motivation, 72, 101675. https://doi.org/10.1016/j.lmot.2020.101675.
MacIntyre, P. D., & Wang, L. (2021). Willingness to communicate in the L2 about meaningful photos: Application of the pyramid model of WTC. Language Teaching Research, 25(6), 878-898. https://doi.org/10.1177/13621688211004645.
Mehrabian, A. (1969). Some referents and measures of nonverbal behavior. Behavior Research Method & Instrumentation, 1, 203-207. https://doi.org/10.3758/BF03208096.
Meşe, E., & Mede, E. (2022). Using digital differentiation to improve EFL achievement and self-regulation of tertiary learners: The Turkish context. Innovation in Language Learning and Teaching, 17(2), 340-353. https://doi.org/10.1080/17501229.2022.2043872.
Moeen, A. A., Nejadansari, D., & Dabaghi, A. (2019). The impact of implicit vs explicit grammar teaching through scaffolding on Iranian learners’ speaking achievement; Focusing on fluency, accuracy, and complexity. Journal of Applied Research in Higher Education, 11(4), 800-813. https://doi.org/10.1108/JARHE-01-2019-0021.
Payne, J. S. (2020). Developing L2 productive language skills online and the strategic use of instructional tools. Foreign Language Annals, 53(2), 243-249. https://doi.org/10.1111/flan.12457.
Ryan, J., & Forrest, L. (2021). ‘No chance to speak’: Developing a pedagogical response to turn-taking problems. Innovation in Language Learning and Teaching, 15(2), 103-116. https://doi.org/10.1080/17501229.2019.1687709.
Saldaña, J. (2018). Researcher, analyze thyself. International Journal of Qualitative Methods, 17, 1-7. https://doi.org/10.1177/1609406918801717.
Sampson, R. J., & Yoshida, R. (2021). L2 feelings through interaction in a Japanese-English online chat exchange. Innovation in Language Learning and Teaching, 15(2), 131-142. https://doi.org/10.1080/17501229.2019.1710514.
Sevinç, Y., & Backus, A. (2019). Anxiety, language use and linguistic competence in an immigrant context: A vicious circle? International Journal of Bilingual Education and Bilingualism, 22(6), 706-724. https://doi.org/10.1080/13670050.2017.1306021.
Tigelaar, D., Sins, P., & van Driel, J. (2017). Fostering students’ reflection: Examining relations between elements of teachers’ knowledge. Research Papers in Education, 32(3), 353-375. https://doi.org/10.1080/02671522.2016.1225790.
Turner, J. E., Li, B., & Wei, M. (2021). Exploring effects of culture on students’ achievement motives and goals, self-efficacy, and willingness for public performances: The case of Chinese students’ speaking English in class. Learning and Individual Differences, 85, 101943. https://doi.org/10.1016/j.lindif.2020.101943.
Ulvik, M., Jensen, V. S., & Eide, L. (2021). Student teachers’ online sharing of challenging incidents in practice placement. European Journal of Teacher Education, 1-15. https://doi.org/10.1080/02619768.2021.1985457.
Wang, Z., Pang, H., Zhou, J., Ma, Y., & Wang, Z. (2021). “What if…it never ends?”: Examining challenges in primary teachers’ experience during the wholly online teaching. Journal of Educational Research, 114(1), 89-103. https://doi.org/10.1080/00220671.2021.1884823.
Wongsa, M., & Son, J. B. (2022). Enhancing Thai secondary school students’ English speaking skills, attitudes and motivation with drama-based activities and Facebook. Innovation in Language Learning and Teaching, 16(1), 41-52. https://doi.org/10.1080/17501229.2020.1853134.
Zhang, X., Ardasheva, Y., & Austin, B. W. (2020). Self-efficacy and English public speaking performance: A mixed method approach. English for Specific Purposes, 59, 1-16. https://doi.org/10.1016/j.esp.2020.02.001.
Zhangand, D., & Goh, C. C. M. (2006). Strategy knowledge and perceived strategy use: Singaporean students’ awareness of listening and speaking strategies. Language Awareness, 15(3), 199-119. https://doi.org/10.2167/la342.0.
Downloads
Published
Issue
Section
License
Copyright (c) 2023 Jovanda Febrianesty Ganiet, Joko Nurkamo, Sumardi Sumardi
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Authors who publish with this journal agree to the following terms:
a. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License - Share Alike that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
b. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
c. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.
USER RIGHTS
All articles published Open Access will be immediately and permanently free for everyone to read and download. We are continuously working with our author communities to select the best choice of license options, currently being defined for this journal as follows: Creative Commons Attribution-Share Alike (CC BY-SA)
