earticle

영어

This study aims to identify which variables influence pre-service English teachers’ perceptions on online class teaching and implementation during the COVID-19 pandemic. One hundred and ten (110) student teachers at two different universities were asked to complete the questionnaire with 26 closed questions and 8 open-ended questions. Factor analysis, correlational study, and one-way ANOVA were conducted. The results indicated that four variables emerged from the analysis, which included learner, instructor, system environment, and learning effect variables. Statistically significant correlations were found among these variables. The variables such as active participation, autonomous learning(learner variable), prompt feedback(instructor variables), accessibility/convenience/stability(system environment) were strongly influencing students’ perceptions on successful online class implementation. Suggestions for improving the quality of the online class included synchronous online class management, various applications and platforms to enhance interactions and feedback between instructors and students, adequate amount of course assignments, systematic evaluation criteria for the course, as well as diverse visual aids and resources.