Learning to spell is important in English Language learning. However, primary school ESL pupils struggled with it. Various factors influence the pupils’ difficulties in spelling. In order to improve their ability in learning to spell, a new approach should be employed, parallel to Information and Communication Technology (ICT) in the 21st century learning. The unprecedented COVID-19 pandemic created a new norm in the society in which one of the affected sectors is education. Following, e-learning becomes a necessity to transcend knowledge. This paper imparts a literature review on the 1) challenges faced by the primary school ESL pupils in learning to spell and 2) measures to overcome the challenges faced by the primary school ESL pupils in learning to spell via e-learning during COVID-19 pandemic.

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Utilising E-Learning to Assist Primary School ESL Pupils in Learning to Spell during COVID-19 Pandemic: A Literature Review

Online instruction has been one of the key delivery methods in the midst of the COVID-19 pandemic due to school closures around the globe. In accordance with the Malaysia Education Blueprint (2013–2025), maximizing the use of information/communication technology has been emphasized to scale up learning quality across Malaysia, including distance and self-paced learning. However, online learning in the country is at its infancy stage with raised issues, causing dropping-out and school leaving in higher education. To improve teaching and learning quality, this scoping review aimed to explore higher education students’ online instruction perceptions into two main components: research on online instruction perceptions followed by factors influencing online instruction perceptions. Using Arksey and O’Malley (2005)’s methodological framework, 61 articles related to students’ online instruction perceptions were identified from Google Scholar, ERIC, and Research Gate databases. In terms of theoretical articles, the results showed that cognitivism, connectivism, and constructivism were the most used theories of online instruction. On the basis of the empirical articles gathered, quantitative research design was the most utilized to collect students’ perspectives toward online instruction. As a whole, the findings revealed that motivation and satisfaction were mostly positively perceived by students, whereas, a lack of interaction was highly categorized as an unfavorable online instruction perception. Three main factors were identified: quality instruction, online interaction, and instructional and technical support. Future studies can focus on investigating teachers’ online instruction perceptions to achieve quality in higher education.

Higher Education Students’ Online Instruction Perceptions: A Quality Virtual Learning Environment

This research paper investigated the adoption behavior of college students toward the e-learning system amidst the current COVID-19. The model was developed and validated based on the Technology Acceptance Model (TAM) and the partial least squares-structural equation modeling (PLS-SEM) was used to analyze the data. The data was generated from 316 Chinese college students based on the convenient sampling technique. The research outcomes indicate that the perceived ease of use is a significant predictor of the intention to use and perceived usefulness of an e-learning system. To our surprise, perceived usefulness does not determine the intention to use an e-learning system. Computer self-efficacy and technical support respectively were significant determinants of the perceived usefulness and the perceived ease of use of an e-learning system. Interestingly, the study showed that internet experience does not influence students’ sensitivity to the usefulness and ease of use associated with an e-learning system. The theoretical and managerial implications of these results findings are thoroughly interrogated.

https://journals.sagepub.com/doi/pdf/10.1177/21582440221086629

Exploring the E-Learning Adoption Intentions of College Students Amidst the COVID-19 Epidemic Outbreak in China

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Youtube within esl classroom: exploring an instructor’s and her learners’ experiences concerning the authenticity of language and technology use

In almost every corner of the world, the COVID-19 pandemic disrupted daily life and work. During the pandemic, e-learning technologies were critical and were the ideal alternative to the traditional classroom setting. Throughout the COVID-19 pandemic, Malaysia’s education system placed heavy emphasis on online learning in connection with new technological advances as a mode of interaction to substitute direct conventional instruction. The aim of this research is to determine student acceptability of e-learning implementation following COVID-19 in a pondok school in Kelantan. This study is intended to ascertain the implications of students’ characteristics and technology-acceptance models as well as the moderation effect of familiarity with technology on their future behavioural intentions to use e-learning. This research used a quantitative technique and included 100 students from a pondok school in Kelantan. Self-administered questionnaires were used to gather data. Partial least squares structural equation modelling (PLS-SEM) was used in the data analysis. Outcomes from this study showed that students’ characteristics are positively affected by their motivation, mindset, and computer competency. Perceived ease of use and perceived usefulness positively affect technology adoption. On the other hand, economic deprivation negatively affects technology adoption. Furthermore, students’ characteristics and technology adoption positively affect the behavioural intent to continuously engage in e-learning in the future. However, familiarity with technology does not moderate the relationship between a student characteristics and intention nor between the technology acceptance model and a student’s intention to use e-learning.

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E-Learning and Sustainability of Pondok Schools: A Case Study on Post-COVID-19 E-Learning Implementation among Students of Pondok Sungai Durian, Kelantan, Malaysia

Education sector in Malaysia had put emphasis on the use of online learning or e-learning with technology and devices as a mediator of communication to replace face-to-face learning during the COVID-19 pandemic. Subsequently, with the improvement of learning technologies, English as a Second Language (ESL) teachers faced various challenges in language teaching. In this regard, this study aimed to investigate the challenges ESL teachers faced in implementing e-learning during COVID-19. Using a qualitative approach, this research was a case study which involved 20 primary ESL teachers. Data collection was done through an in-depth interview to explore teachersâ€™ e-learning experiences and challenges in teaching the English language. Based on the findings, the majority of teachers expressed that the use of e-learning was effective with various limitations such as teachersâ€™ readiness to adopt e-learning, accessibility to mobile phones and Internet connectivity, classroom management in term of low studentsâ€™ participation and assessment. Thus, the researcher recommended more studies to highlight teachersâ€™ insight regarding the significance of e-learning. ESL teachers, stakeholders, policy makers, and institutions can benefit from the results of the study and come out with practical strategies to utilize online sources for education in the pandemic situation. https://doi.org/10.26803/ijlter.20.2.18

http://ijlter.org/index.php/ijlter/article/download/3362/pdf

Brenda Anak Lukas

Papers

ESL teachers’ challenges in implementing e-learning during COVID-19