Due to the fact that Malaysia strives to educate competent English learners, the Ministry of Education has implemented and reformed the education system and one of these reforms is the implementation of the Common European Framework of Reference, CEFR for short in 2001 (Mohamad Uri & Abd Aziz, 2018). The aim of this reform is to address the fundamental problem facing the younger generation at the present time, which is the use of English in the labor market. Therefore, the government has worked hard to prepare the younger generation to learn the English language by implementing and reforming the education system.
Problem Statement
The communication limitation causes students to experience stress because they cannot find a perfect time to discuss the task after class with their classmates (Masrom et al., 2021). Also, since the students could only rely on a digital platform for explanation, they cannot express their problems to their teachers or receive proper guidance from the teacher during the tasks (Masrom et al., 2021). Therefore, the method of teaching technical subjects through e-learning caused many students to worry about not being able to follow and understand the subject (Masrom et al., 2021).
Research Objectives
Another research paper also mentioned the same problem where the teacher had difficulty in conducting online lessons due to the habit of teaching in class for many years (Gurung, 2021). However, most of the articles focused on experienced teachers who have been teaching for many years rather than student teachers. Therefore, research on the challenges faced by student teachers is still lacking. Therefore, the proposed research would like to address this problem in order to find a better solution for these new teachers who are just entering the education system.
Research Questions
Therefore, the importance of this study is to find out the challenges faced by English language teacher trainees during the development of their teaching during the pandemic period in order to find out the appropriate solutions for emergency situations such as a sudden pandemic crisis during the development of online lessons. This research is necessary to provide solutions and guidance for future English language teacher trainees to be able to overcome any challenges faced by previous trainee teachers and develop a good learning environment for students of them in the online teaching method. Furthermore, this research would also contribute to the field of ESL by revealing the various obstacles and problems faced while teaching online in a different perspective, which instead of a certified educator, the main focus of the research is in the perspective of trainee teachers of English.
Limitations of Study
- English as second language
- ESL Teacher
- Teacher Trainee/ Student teacher
- Traditional Learning
- Online Learning
The problem statement then ended with a statement expressing the lack of research on the challenges that preservice teachers face instead of certified teachers. The significance of the study is to discover the challenges faced by English language teacher trainees in teaching during the pandemic period in order to find appropriate solutions for emergency situations such as a sudden pandemic crisis in teaching. This research is also necessary to provide solutions and guidelines for future trainee teachers of English so that they can overcome all the challenges faced by the previous trainee teachers and create a good learning environment for their students in the online teaching method.
LITERATURE REVIEW
- English as second language and its challenges when acquiring the language English language plays a significant role in communication among different cultural people,
- Theory of Online Learning: Collaborative Learning
- Theory of online Learning: Theory of Independent Study
- Approaches and Framework in Online Learning Theory
- The Definition of Online Learning and How it works
- Challenges of Online Teaching faced by Teachers
- Technical Issues
- Students’ engagement
- Challenges of Online Learning faced by students
- Technical Issues
- Lack of communication/ interaction
- Research Gap
Therefore, the theory of independent study applies to this online learning environment as students are expected to be independent and responsible for their additional academic resources (THEORY OF DISTANCE EDUCATION, 2020). For teachers who are used to traditional teaching, they are expected to be familiar with the online learning environment (UMASS, 2021). Therefore, they find online learning difficult because they cannot understand the content without practical guidance from their teachers (Mahyoob, 2020).
METHODOLOGY 3.0 Introduction
Research design
Sampling procedure
Participants
Research Instrument
The criteria for validating the interview questions are lecturers with a master's degree or higher qualification in the field of English. They must also have at least 5 years of teaching experience in middle or high schools. Aslihan & Zafer., 2012) While teaching in secondary or higher education, these pedagogues will also need to have experience with online teaching for a period of time and be proficient in using technology for the lesson plan in order to meet the criteria for interview validation. question.
Data Collection
Before conducting the interview, the questions that will be asked during the interview will be confirmed by 2 lecturers related to the English field. For the face-to-face interview, the chosen location will be based on the participant's preference, where a suitable location would be a coffee shop, restaurant and milk tea shop. For online interviews, the platform used will be Microsoft Teams, Whatsapp or phone calls.
Data Analysis
Next, the research design is mentioned while it is stated that the research will be qualitative research. Next, the participant in the research would be 30 UTAR students studying the English education program who had already completed their internship in the government secondary school during the covid-19 pandemic. Next, the research instrument was mentioned while stating that the instrument used will be a semi-structured interview.
DEMOGRAPHIC INFORMATION OF PARTICIPANTS
- Challenges faced by English language teacher trainees when conducting online classes in secondary level
- Research Question 2: How teacher trainees overcome the obstacles faced when conducting their online classes during the pandemic?
One of the reasons was due to students from poor family backgrounds. This is because the practical teachers are not able to directly guide the students during the activities. This is because the teacher had to use different assessment methods to understand the language ability of the students.
Therefore, one of the teachers of the practical practice conducted an ice breaker with the students on the first day of class. In this way, all students would have access to learning materials.
CONCLUSION
One of the problems I faced when incorporating cooperative learning into my online lesson is that I have no ideas on how to do the lesson and I seem to have solved the problem by searching for some ideas online and also like asked his colleagues for their opinion. which similar platform is suitable for collaborative learning. Respondent 6, page 2, paragraph 7) In conclusion, the lack of experience with online teaching can be compensated for by practical teachers who search the internet for ideas on how to deliver their lessons. They also have the opportunity to ask colleagues for their opinion regarding the implementation of online classes.
This chapter presents the results and conclusions drawn from the findings of a study on the challenges faced by English language teacher trainees in implementing online instruction in secondary schools during the covid-19 pandemic.
OVERVIEW OF THE STUDY
SUMMARY OF THE DATA (ALL THEMES)
INTERNET ISSUE
RESPONSES, ENGAGEMENT AND PARTICIPATION ISSUE THEME 3 COMMUNICATION ISSUE
ENGLISH LANGUAGE PROFICIENCY ISSUE THEME 7 CLASSROOM MANAGEMENT ISSUE
TIME MANAGEMENT ISSUE
LACK OF ONLINE TEACHING EXPERIENCES 5.4 THE THEMES AND THEIR IMPLICATIONS
LIMITATIONS OF STUDY
The limitation of the study was that the respondents only conducted their online education in the state of Perak. Participants also completed their online lessons within a short period of time, which was about 2 to 3 weeks. They had insufficient time to solve the problems related to the challenges they faced during the online education.
In addition, the secondary forms handled by these teacher trainings were only limited to lower forms which were form 1, form 2, form 3 and 1 upper form which was form 4.
RECOMMENDATION FOR FURTHER RESEARCH
CONCLUSION
Students' online learning challenges during the pandemic and how they cope with them: The case of the. Setting the Right Environment for Second Language Acquisition [Review of English as a Second Language (ESL) Learning: Setting the Right Environment for Second Language Acquisition]. THE ROLE OF ENGLISH AS A GLOBAL LANGUAGE [Review of THE ROLE OF ENGLISH AS A GLOBAL LANGUAGE].
Retrieved November 21, 2021, from https://www.eajournals.org/wp- content/uploads/Dynamic-Roles-of-ESL-Teachers-in-Fostering-Effective-Autonomous-Learning.pdf. The purpose of this interview is to discover the "challenges EL teachers face when conducting online classes in high school during the covid-19 pandemic". This interview is also to find solutions to overcome the problems that teachers face when conducting their online classes during the pandemic.
What is the number of students per class that you taught during the teaching practice. Challenges faced by EL student teachers in conducting online classes in secondary schools during the covid-19 pandemic. If you apply collaborative learning while teaching online, what challenges do you face when assigning group tasks and assignments to the students?
What are the challenges did you face when guiding the students with their tasks during online classes?
At the end of the lesson, how do you ensure that the students understood the lessons taught through online platforms
At the end of the lesson, how do you assess your learning outcomes in your lesson plan?
What are the challenges did you face when assessing the students’ comprehension of the lesson?
Finally, are there any other challenges did you face other than the questions asked?
Sarah: I see, okay, the next questions are, what are the challenges you faced when guiding the students with their tasks during online classes. How then did you ensure at the end of the lesson that the students understood the lessons learned through online platforms. During the time when you are assessing the students' understanding of the lesson, what challenges did you face?
So at the end of the lesson, how do you make sure your students understand your lessons? Have you faced when guiding students with their assignment during online classes? Uh, did you encounter any challenges when you were assessing students' understanding of the lesson.
At the end of the lesson, how do you ensure that students understand the lesson taught through the online platform. Have you faced any challenges when assessing students' understanding of the lesson? Okay, so uhm, when you apply this collaborative learning to your online teaching lessons, what are the challenges you faced when assigning students assignments and group assignments.
So, at the end of the lesson, how do you make sure your students have understood your lessons. Did you encounter any challenges when assessing student understanding for your lesson. Uh, okay, so what other challenges have you encountered while guiding students through their assignments during online classes.
Also, at the end of the lesson, how do you ensure that the students understand the lessons learned through the online platform. OK, so next are what challenges you faced when assessing the students' understanding of the lesson.
