초록 열기/닫기 버튼
This study explored how primary English teachers implemented online English classes, and how they perceived and evaluated online classes in the age of COVID-19. Seven primary English teachers participated in the study, six of whom were enrolled in a master's degree program at the Graduate School of Education, and the last of whom was a graduate of this program. The data were collected using questionnaires and written interviews through SNSs. The results include the following findings: First of all, in non-face-to-face classes, teachers met students using various types of platforms such as eHakseupteo, classting, and class homepages, with most of these platforms involving one-way communication. Second, speaking and writing were found to be difficult areas for online English classes, because it was not easy to deliver active exchanges and immediate feedback with such platforms. Third, even when the face-to-face classes started, only a few students attended in person, as the other students still attended remotely. Students attending the offline classes often failed to complete their online work, which took time to review and evaluate. Finally, teachers suffered from physical and emotional difficulties in various aspects due to heavy quarantine activities and administrative work. Based on the results of this study, implications such as practical advice to educational authorities as well as suggestions for future research were provided.
키워드열기/닫기 버튼
COVID-19, non-face-to-face, online instruction, primary English, teachers’ experiences
