Pedagogical Implications of Post COVID Restrictions on the Korean University EFL Classroom from the Teachers Perspective －A Case Study
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초록
This study investigated how EFL teachers at a Korean university perceived the introduction of post COVID restrictions and protocols during their classes during the transition from online classes to in-person classes in the spring of 2022. Data were collected from 17 teachers employed at a private university in the greater Seoul area. A survey questionnaire consisting of multiple choice, Likert scale and openended questions was used as the initial data collection method. In addition, survey participants who consented were contacted by e-mail to discuss responses in greater detail. Data was analyzed using general qualitative analysis and discussed using descriptive statistics. The findings show that despite the restrictions, teachers were generally able to continue their teaching duties but there were high levels of frustration with the limited number of pedagogical options available to them. In addition, they view masks and socially distancing as a significant hindrance to communication, classroom engagement, and performance. Administrational and educational implications of these findings as well as limitations are also discussed.
Abstract
This study investigated how EFL teachers at a Korean university perceived the introduction of post COVID restrictions and protocols during their classes during the transition from online classes to in-person classes in the spring of 2022. Data were collected from 17 teachers employed at a private university in the greater Seoul area. A survey questionnaire consisting of multiple choice, Likert scale and openended questions was used as the initial data collection method. In addition, survey participants who consented were contacted by e-mail to discuss responses in greater detail. Data was analyzed using general qualitative analysis and discussed using descriptive statistics. The findings show that despite the restrictions, teachers were generally able to continue their teaching duties but there were high levels of frustration with the limited number of pedagogical options available to them. In addition, they view masks and socially distancing as a significant hindrance to communication, classroom engagement, and performance. Administrational and educational implications of these findings as well as limitations are also discussed.
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