DATA ANALYSIS
4.2 THE ANALYSIS OF SEMI-STRUCTURED INTERVIEWS
online English learning. Most of the participants believed that online English teaching could design some attractive courses; at the same time, a few participants thought teachers should avoid the singleness of online courses. In addition, 13 participants described the lack of experience in online English learning. Most of the participants believed that some students could not adapt to online English learning, resulting in the decrease of their grades. In contrast, a small number of participants thought they did not know how to learn because they lacked online learning experience. Then, 12 participants expressed that their share experience in online English learning. Most of the participants believed that they could share their online English learning experience with other students; furthermore, a small number of participants thought teachers could let active students share their online English learning experience. On the other hand, the 11 participants described the influence of online English learning on students’
eyesight. Most of the participants believed that students should pay attention to protect their eyesight when participating in online learning; while a small amount number of participants felt that long-term use of online learning devices would cause damage to their eyesight. Finally, 9 participants expressed that the influence of network facilities on online English learning. Most of the participants believed that students should be proficient in the operating network facilities for effective online learning; however, a small number of participants felt that if the network facilities were broken, students could not carry out online English learning.
4.2.1 The Analysis of First Question
The question one is ‘What do you think are the challenges of online English teaching in difficult times’. It indicated 3 themes in this question. The details are shown in the Table 4.9.
Table 4.9 The Analysis of First Question
Theme Frequency
Learning without independence 5
Inefficiency 3
Lacking of interaction 2
This section showed the responses to question one. The strongest response is
‘Learning without independence’. While the weakest response is ‘Lacking of interaction’. The 10 English teachers’ authentic words are shown below:
1) Learning without independence
“I do not supervised online English teaching, as well as students have poor self-control ability and it is difficult for them to learning independently.” (Lack of supervised) (Interviewee 1, 3, 7, personal communication, August 18, 2021)
“Without my help and guidance in online teaching, students cannot complete their learning tasks independently.” (Lack of guidance) (Interviewee 9, 10, personal communication, August 18, 2021)
2) Inefficiency
“Students have faced the Internet for a long time but lack my effective guidance. They are easily distracted and decrease their learning efficiency.”
(Learning distracted) (Interviewee 2, 5, personal communication, August 18, 2021)
“I cannot help students solve their learning difficulties in time, and I cannot ensure that students listen to my lectures carefully. I think the efficiency of online English teaching is lower than that of face-to-face teaching.” (Lower efficiency) (Interviewee 4, personal communication, August 18, 2021)
3) Lacking of interaction
“In the online English classroom, I cannot have effective group discussion and classroom interaction with students.” (Little interaction) (Interviewee 6, 8, personal communication, August 18, 2021)
4.2.2 The Analysis of Second Question
The question two is ‘What do you think are the opportunities for online English teaching in difficult times’. It indicated 3 themes in this question. The details are shown in the Table 4.10.
Table 4.10 The Analysis of Second Question
Theme Frequency
Switching teaching methods 4
Blended teaching 4
More convenient 2
This section showed the responses to question two. The strongest responses are
‘Switching teaching methods’ and ‘Blended teaching’. Contrast, the weakest response is ‘More convenient’. The 10 English teachers’ authentic words are shown below:
1) Switching teaching methods
“I have improved students’ learning enthusiasm through new teaching techniques such as video interaction, online questioning and course knowledge sharing.” (Teaching techniques) (Interviewee 1, 7, personal communication, August 18, 2021)
“I use video communication teaching methods to allow students from different regions to communicate in English online, so as to improve student’s English communication knowledge and skills.” (Improve skills) (Interviewee 5, 9, personal communication, August 18, 2021)
2) Blended teaching
“I integrated many modern teaching instruments into the online English classroom, which are combined with onsite supervision for students.”
(Teaching strategy) (Interviewee 3, 10, personal communication, August 18, 2021)
“I provide teaching videos and power points in the online English class to help students to learn. I will explain the key and difficult points reported by the students and answer questions with onsite.” (Teaching strategy and skills) (Interviewee 4, 8, personal communication, August 18, 2021)
3) More convenience
“Online English teaching breaks the restrictions of place and space, which provides convenience for me and my students.” (Learning convenience) (Interviewee 2, 6, personal communication, August 18, 2021)
4.2.3 The Analysis of Third Question
The question three is ‘Facing the challenges in difficult times, what attitude do you use to overcome them’. It indicated 2 themes in this question. The details are shown in the Table 4.11.
Table 4.11 The Analysis of Third Question
Theme Frequency
Positive 8
Negative 2
This section showed the responses to question three. The strongest response is
‘Positive’. On the other hand, the weakest response is ‘Negative’. The 10 English teachers’ authentic words are shown below:
1) Positive
“I have an inclusive attitude to help and guide students’ learning methods and learning behaviors for English.” (Inclusive attitude) (Interviewee 3, 8, personal communication, August 18, 2021)
“Facing the difficulties of the epidemic, I have to care and helped my students more actively.” (Inclusive attitude) (Interviewee 2, 9, personal communication, August 18, 2021)
“With a lifelong learning attitude, I have learned and explored more comprehensive online English teaching methods.” (Inclusive attitude) (Interviewee 4, 7, personal communication, August 18, 2021)
“I will actively interact with students in online learning, improve students’
attention, and let them maintain a serious and positive learning attitude.”
(Inclusive attitude) (Interviewee 1, 5, personal communication, August 18, 2021)
2) Negative
“I was not able to control the students. Sometimes I felt depressed. I hope the onsite class will be coming soon.” (Passive attitude) (Interview 6, 10, personal communication, August 18, 2021)
4.2.4 The Analysis of Fourth Question
The question four is ‘Facing the opportunities in difficult times, what actions do you take to seize them’. It indicated 3 themes in this question. The details are shown in the Table 4.12.
Table 4.12 The Analysis of Fourth Question
Theme Frequency
Improving teaching professionalism 4
Strengthen learning management 3
Focus on courses design 3
This section showed the responses to question four. The strongest response is
‘Improving teaching professionalism’. However, the weakest responds are ‘Strengthen learning management’ and ‘Focus on courses design’. The 10 English teachers’
authentic words are shown below:
1) Improving teaching professionalism
“I need to improve my ability to use network technology, innovate more comprehensive teaching methods, and improve my teaching professionalism.”
(Teaching ability) (Interviewee 3, 7, personal communication, August 19, 2021)
“I need to improve the teaching model based on students’ feedback. In addition, I use Internet resources to find more comprehensive online English teaching methods to enhance my teaching skills.” (Teaching model) (Interviewee 6, 9, personal communication, August 19, 2021)
2) Strengthen learning management
“I will compare the learning results of online learning and face-to-face teaching and analysis the reasons for changes in students’ performance.”
(Learning management) (Interviewee 2, personal communication, August 19, 2021)
“In online English teaching, I ask students online and supervise them to practice oral English repeatedly to improve their learning efficiency.” (Improve efficiency) (Interviewee 4, 8, personal communication, August 19, 2021) 3) Focus on courses design
“I searched for relevant learning resources through the Internet and designed diversified online English courses.” (Internet learning) (Interviewee 1, 5, personal communication, August 19, 2021)
“I design English-related internet resources and information into the online courses and show them to students, I also will adjust the online English course time.” (Internet strategy) (Interviewee 10, personal communication, August 19, 2021)
4.2.5 The Analysis of Fifth Question
The question five is ‘Please provide some practical learning methods to help students improve the effectiveness of online English learning’. It indicated 4 themes in this question. The details are shown in the Table 4.13.
Table 4.13 The Analysis of Fifth Question
Theme Frequency
Practicing repeatedly 3
Setting a learning target 3
ICT-based approach 2
Communication and interaction 2
This section showed the responses to question five. The strongest responses are
‘Practicing repeatedly’ and ‘Setting a learning target’. At the same time, the weakest responses are ‘ICT-based approach’ and ‘Communication and interaction’. The 10 English teachers’ authentic words are shown below:
1) Practicing repeatedly
“I suggested that students save and download the teaching video of the network to practice the important knowledge in online English courses repeatedly.”
(Online learning) (Interviewee 7, personal communication, August 19, 2021)
“I recommend that students practice oral English repeatedly to consolidate the knowledge points in the course, and students need to take notes in class to deepen their understanding of knowledge.” (Learning strategy) (Interviewee 3, 6, personal communication, August 19, 2021)
2) Setting a learning target
“I suggested that students to set an effective learning target, strengthen self-directed learning and improved their online English learning efficiency.”
(Learning plan) (Interviewee 1, 10, personal communication, August 19, 2021)
“I recommend that students set a reasonable learning target into small goals to complete one by one to help improve their learning enthusiasm.” (Learning tasks) (Interviewee 9, personal communication, August 19, 2021)
3) ICT-based approach
“I suggested that students collected relevant English knowledge through the Internet. And students can learn independently through the online classrooms.”
(Internet strategy) (Interviewee 2, 5, personal communication, August 19, 2021)
4) Communication and interaction
“I recommend that students communicate and interact with teachers through the Internet to stimulate their enthusiasm for online English learning.”
(Increase interaction) (Interviewee 4, 8, personal communication, August 19, 2021)