Establishing a Link between Online Written Activities and Pre-recorded Video Oral Exams Amid the COVID-19 Pandemic

Ian Done D. Ramos, Juan M. Camarena

Abstract


As the COVID-19 pandemic appeared around the world, most of the students and professors alike were not fully accustomed to online classes. In this paper, 31 students volunteered to give their insights about what benefits and difficulties they encountered in the online classes in terms of instructions/teaching, content, activities, materials, grammar, vocabulary, and other learning factors in completing writing tasks in the Debate 02 and the Practical English 02 courses and how their academic performances were reconciled through online written activities with pre-recorded video oral exams.  Using a Likert-based survey method with quantitative and qualitative results, the conclusions were drawn. There is a  link established between online written activities and pre-recorded video oral exams encountered in the asynchronous online model. Students’ online oral exams via pre-recorded videos make a progress in their overall marks, especially in grammar and vocabulary that improved to high proficiency (3 points and 4 points, respectively) from their online writing task results (i.e. 2 points, the overall marks in sentence structure, word choice and tone, and grammar and mechanics) along with other positive learning outcomes despite the drawbacks. In solving the overall issues, a combination of both pre-recorded video lectures and PDF or PPT materials amid the Covid-19 pandemic is highly recommended as their benefits are still achievable and difficulties can still be diminished strategically. This paper offers insights to guide teachers and students in successful writing tasks to oral exams that can be completely possible in asynchronous online classes.


Keywords


communicative competence model, a link between writing and speaking, virtual and traditional classrooms

Full Text:

PDF

References


Al-Nofaie, H. (2020). Saudi University Students’ perceptions towards virtual education During Covid-19 PANDEMIC: A case study of language learning via Blackboard. Arab World English Journal, 11(3), 4-20. doi:10.24093/awej/vol11no3.1

Brown, H. D. (2001). Teaching by principles: An interactive approach to language pedagogy (2nd ed.). London, UK: Pearson.

Dighe, A. Cattarino, L. & Riley, S. (2020). Response to COVID-19 in South Korea and implications for lifting stringent interventions. Retrieved from https://bmcmedicine.biomedcentral.com/articles/10.1186/s12916-020-01791- 8

dos Santos, W. G. (2020). Natural history of COVID-19 and current knowledge on treatment therapeutic options. Retrieved from https://www.researchgate.net/publication/342669223_Natural_History_of_COV ID-19_and_Current_Knowledge_on_Treatment_Therapeutic_Options

Efriana, L. (2021). Problems of online learning during Covid-19 pandemic in EFL classroom and the solution. JELITA, 2(1), 38-47. Retrieved from https://jurnal.stkipmb.ac.id/index.php/jelita/article/view/74

Field, J. (2012). The changing face of listening. In Richards, C. J., & Renanya W. A. (Eds.), Methodology in language teaching (p. 244). New York: Cambridge University Press.

Graham, S., MacArthur, C. A., & Fitzgerald, J. (2013). Best practices in writing instruction (2nd ed.). New York, NY: Guilford.

Hackathorn, J. et al. (2011). Learning by doing: An empirical study of active teaching techniques. The Journal of Effective Teaching, 11(2), 40-54. Retrieved from http://uncw.edu/cte/et/articles/Vol11_2/Hackathorn.pdf

Hakim, B. (2020). Technology integrated online classrooms and the challenges faced by the EFL teachers in Saudi Arabia during the Covid-19 pandemic. International Journal of Applied Linguistics and English Literature, 9(5). doi:10.7575/aiac.ijalel.v.9n.5p.33

Junn, H. (2021). L2 communicative competence analysis via synchronous computer- mediated communication (SCMC) as an alternative to formal classrooms. Innovation in Language Learning and Teaching, 1-17.

Khatoony, S., & Nezhadmehr, M. (2020). EFL teachers’ challenges in integration of technology for online classrooms during Coronavirus (COVID-19) pandemic in Iran. AJELP: Asian Journal of English Language and Pedagogy, 8(2), 89-104. https://doi.org/10.37134/ajelp.vol8.2.7.2020

Kim, Y. & Kim, J. (2007). Teaching Korean university writing class: Balancing the process and the genre approach. Asian EFL Journal. Retrieved fromhttp://www.asian-efl- journal.com.

Luoma, S. (2004). Assessing speaking. Cambridge: Cambridge University Press.

MacArthur, C. A., Graham, S., & Fitzgerald, J. (Eds.), (2008). Handbook of writing research. New York, NY: Guilford Press.

Namaziandost, E, Saray, A. A. & Esfahani, F. R. (2018). The effect of writing practice on improving speaking skill among pre-intermediate EFL learners. Theory and Practice in Language Studies, 8(12), pp. 1690-1697. http://dx.doi.org/10.17507/tpls.0812.16

Nartiningrum, N., & Nugroho, A. (2020). Online learning amidst global pandemic: Efl students’ challenges, suggestions, and needed materials. ENGLISH FRANCA: Academic Journal of English Language and Education, 4(2), 115. doi:10.29240/ef.v4i2.1494

Nation, I. S. P., & Newton, J. (2009). Teaching ESL/EFL listening and speaking. New York, NY: Routledge.

Newton, J. (1995). Task-based interaction and incidental vocabulary learning: A case study. Second Language Research, 11(2), 159-176.

Nunan, D. (2012). Learner strategy training in the classroom: An action research study. C. J. Richards and W. A. Renanya (Eds.), Methodology in Language Teaching, New York: Cambridge University Press.

Mahyoob, M. (2021). Challenges of e-learning during the covid-19 pandemic experienced by efl learners. Arab World English Journal (AWEJ), 11(4). doi:10.31235/osf.io/258cd

Mujiono, S. H. (2019). The effectiveness of E-learning based on self-directed learning on Sociolinguistic competence of EFL university students. Proceedings of the International Conference on Education, Language and Society. doi:10.5220/0008998603360343

Oxford, R. L. (2012). Language learning strategies in a nutshell: Update and ESL suggestions. In Richards, C. J., & Renanya W. A. (Eds.), Methodology in language teaching (pp. 126-128). New York: Cambridge University Press.

Rahman, K. (2020). Learning amid crisis: Efl students’ perception on online learning during covid-19 outbreak. ETERNAL (English, Teaching, Learning, and Research Journal), 6(2), 179. doi:10.24252/eternal.v62.2020.a1

Ramos, I.D. (2013a). Diminishing cultural boundaries in the English literature and film class. In Kang, J. J. (Eds.), Advanced and Applied Convergence Letters (pp. 159- 162). Seoul, South Korea: The Institute of Internet, Broadcasting and Communication (IIBC).

Ramos, I. D. (2013b). Effects on the use of two textbooks for four types of classes in a South Korean university. Retrieved from http://www.koreascience.or.kr/article/JAKO201313360956557.pdf

Ramos, I. D. (2014a). Ranks of difficulty and frequency of learning attitude of non- English majors on lecture-discussion in a South Korean university. International Journal of English Language Teaching, 1(2), pp. 1-13. United States of America: Sciedu Press. Retrieved from http://www.sciedu.ca/journal/index.php/ijelt/article/view/4414/2527 http://dx.doi.org/10.5430/ijelt.v1n2p

Ramos, I. D. (2014b). The openness to cultural understanding by using western films: Development of English language learning. Retrieved from http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.641.1241&rep=rep1 &type=pdf

Ramos, I. D. (2014c). Communicative activities: Issues on pre, during, and post challenges in South Korea's English education. International Journal of Education Learning and Development, 2(1), 1-16. Retrieved from https://www.eajournals.org/wp-content/uploads/Communicative-Activities- Issues-On-Pre-During-and-Post-Challenges-In-South-Koreas-English- Education1.pdf

Ramos, I. D. (2015). Error, register, grammatical-rhetorical and genre analyses of nursing students' case studies and thesis proposals. The Asian ESP Journal, 11(2), pp. 62-97. Australia: English Language Education Publishing. Retrieved from https://www.asian- esp-journal.com/volume-11-issue-2-december-2015/

Ramos, I. D. et al (2016). Analyzing manners of coping amongst Korean university students in a sociocultural environment. Journal of Applied Linguistics and Language Research, 3 (6), pp. 1-22. USA: Lulu Press. Retrieved from https://www.jallr.com/index.php/JALLR/article/view/401/pdf401

Ramos, I. D. (2020). Public speaking preparation stage: Critical thinking and organization skills in South Korea. International Research in Education, 8 (2), 77- 96. USA: Macrothink Institute. doi: 10.5296/ire.v8i2.17541

Seow, A. (2012). The writing process and process writing. In C.J. Richards & W.A. Renanya (Eds.), Methodology in language teaching (p. 316). New York: Cambridge University Press.

Sreehari, P. (2020). Online learning during the COVID-19 Lockdown: Learners’ perceptions. Online Learning, 7(19). doi:10.31838/jcr.07.19.36

The Smart Method. (2018). Excel versions explained. Retrieved from https://thesmartmethodcom/excel-versions-explained/

Yan, S. & Song, R. (2013). Virtual classroom and traditional classroom. 2013 Conference on Education Technology and Management Science (ICETMS 2013). Atlantis Press

Yen, C. L., Rei, L. K., & Shin, R. S. (2020). COVID-19: The first documented coronavirus pandemic in history. Retrieved from https://www.ncbi.nlm.nih.gov/pmc

/articles/PMC7199674/pdf/main.pdf

Warrick, A. (2021). Challenges and Adaptive Strategies to Teaching English Debate Online. Journal of Multilingual Pedagogy and Practice, 1, 23-28. doi:doi.org/10.14992/00020485

Webb, S. S. (1994). Do we really have to teach grammar? And if so, how? In Russell, C. G. & McDonald, R. L. (Eds), Teaching composition in the 90’s: Sites of contention (pp. 135-150). New York: Addison Wesley Longman, Inc.

Whitehead, G. E. K, Ramos, I. D. & Coates A. (2019). ‘Developing effective teacher talk’: A critical self-examination of an ESP course designed for Korean in-service teachers. The Journal of Asia TEFL, 16 (1), pp. 178-199. http://dx.doi.org/10.18823/asiatefl.2019.16.1.12.178 178

Yesudhas, D., Srivastava1, A. & Gromiha, M. M. (2020). COVID-19 outbreak: history, mechanism, transmission, structural studies and therapeutics. Received from https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7472674/

Zhu, X.-h. (2007). What do we know about the relationship between speaking and writing in college-level ESL students? US-China Foreign Language, 5(3), 31-40.


Refbacks

  • There are currently no refbacks.


Copyright (c) 2021 Journal of Applied Linguistics and Language Research