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Sustaining Language Skills Development of Pre-Service EFL Teachers despite the COVID-19 Interruption: A Case of Emergency Distance Education

Author

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  • Tuçe Öztürk Karataş

    (English Language Teaching Department, Faculty of Education, Mersin University, Mersin 33343, Turkey)

  • Hülya Tuncer

    (English Language Teaching Department, Faculty of Education, Çukurova University, Adana 01330, Turkey)

Abstract

The COVID-19 pandemic has caused teachers and students to abandon their physical classrooms and move into emergency distance education (EDE) settings. Thus, sustaining the quality in education has become a challenge during this transitional period. Within this context, the aim of this study was to explore the impact of EDE on language skills development (reading, writing, listening, and speaking) of Turkish pre-service teachers of English as a foreign language (EFL). In this qualitative study, data were gathered from 118 pre-service EFL teachers about the advantages and disadvantages of EDE for their language skills development. Thematic analysis was used as a research design, and nine themes emerged for both advantages and disadvantages. The most important theme for both categories is content and implementation of online courses. This study pinpointed the eminence of this theme, for if it is emphasized enough and handled efficiently, it plays a huge role in developing language skills. The themes and sub-themes generated through thematic analysis showed the advantages and disadvantages of EDE for each skill in detail and also proved that EDE was most advantageous for writing skill and least advantageous for speaking skill. The participants stated that, since writing skill was constantly used for almost all homework, assignments and projects, that skill was nurtured the most. Nevertheless, speaking skill was ignored during online courses, and writing became the new mode of communication by replacing speaking. The outcome of the present study encourages preparedness for EDE against a possible second wave. Thus, the study is hoped to pave the way for anticipating issues and developing solutions for EDE contexts to preserve sustainability in higher education.

Suggested Citation

  • Tuçe Öztürk Karataş & Hülya Tuncer, 2020. "Sustaining Language Skills Development of Pre-Service EFL Teachers despite the COVID-19 Interruption: A Case of Emergency Distance Education," Sustainability, MDPI, vol. 12(19), pages 1-34, October.
    • Handle: RePEc:gam:jsusta:v:12:y:2020:i:19:p:8188-:d:423716
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    References listed on IDEAS

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    Cited by:

    1. Manuel Alejandro Betancourt-Odio & Andresa Sartor-Harada & Oscar Ulloa-Guerra & Juliana Azevedo-Gomes, 2021. "Self-Perceptions on Digital Competences for M-Learning and Education Sustainability: A Study with Teachers from Different Countries," Sustainability, MDPI, vol. 13(1), pages 1-12, January.
    2. Samuel López-Carril & Vicente Añó & María Huertas González-Serrano, 2020. "Introducing TED Talks as a Pedagogical Resource in Sport Management Education through YouTube and LinkedIn," Sustainability, MDPI, vol. 12(23), pages 1-17, December.
    3. John Dermott Alexander Withers & Cecilia Sik-Lanyi, 2021. "Sustaining Inclusive, Quality Education during COVID-19 Lockdowns," Sustainability, MDPI, vol. 13(23), pages 1-25, December.
    4. Hülya Tuncer & Tuçe Öztürk Karataş, 2022. "Recommendations of ELT Students for Four Language Skills Development: A Study on Emergency Distance Education During the COVID-19 Pandemic," SAGE Open, , vol. 12(1), pages 21582440221, March.

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