THE PERCEPTION OF ENGLISH LANGUAGE TEACHERS IN PRIVATE AND PUBLIC SCHOOLS TOWARD THE EFFECTIVENESS OF SYNCHRONOUS AND ASYNCHRONOUS ONLINE LEARNING IN PALESTINE DURING THE OUTBREAK OF COVID-19
Loading...
Date
2023-12-19
Authors
Samira Lotfy Issa Mahmoud
Journal Title
Journal ISSN
Volume Title
Publisher
Abstract
Abstract
The present study sought to evaluate “The Perception of English Language Teachers in Private and Public Schools toward the Effectiveness of Synchronous and Asynchronous Online English Language Learning in Palestine during the Outbreak of COVID-19”.
The study used the descriptive approach, in which a questionnaire was conducted on a stratified random sample consisted of (385) English language teachers of Grades
(1st-10th) during the academic year 2021–2022. The sample included (70) teachers from the private schools and (315) public schools teachers.
The study revealed that the perception of synchronous learning obtained a significant degree of approval amounting to the mean (3.4279) while the perception of asynchronous learning obtained a higher response degree amounting to (3.5411).
It was found that the synchronous learning was significantly higher in private schools by (3.8 ± 0.35) (t (383) = 5.868, p = 0.00).
It concluded that the perception of synchronous learning was in the writing skill in English, which got the highest score with an average of (3.5077), followed by reading skill with an average of (3.3981). The speaking skill was calculated according to evaluation with an average of (3.3977), and in the lowest degree the listening skill got the last rank with an average of (3.3160). The results of the study showed that the perception of asynchronous learning in reading skill was the highest, with an average of (3.6) for the study sample, followed by speaking skill with an average of (3.5), writing skill with an average of (3.4), and the listening skill which got the last rank with an average of (3.2).
The study results indicate that educational environment readiness received the highest rank (3.52) followed by language skills (m = 3.50), followed by the teachers’ readiness (m = 3.45), then, but parents and learners’ readiness received the lowest rank
(m = 3.13).
The researcher recommends teachers to be provided with appropriate training and qualification to use educational technology, and to plan and design educational content well according to the learning objectives and needs of the students.
Keywords: COVID19, Synchronous Learning, Asynchronous Learning, Online English Language Skills, Public Education, Private Education, readiness, perception.