1st Edition
Access, Equity and Engagement in Online Learning in TESOL Insights on the Transition to Remote Learning
This volume explores difficulties facing TESOL education’s transition to online learning in the Global South and Southeast Asia/Asia Pacific region, highlighting innovations of educators in engaging learners, thereby exploring the key themes of access, engagement, and equity in the field.
Discussing themes such as academic burnout, cultural competence, and emotional regulation strategies in challenging educational contexts, this novel volume gives voice to field experiences encountered in countries such as Malaysia, Indonesia, Oman, Vietnam, China, and Iran. Chapters demonstrate how a lack of access to reliable internet connectivity and a shortage of digital devices, especially in rural areas, compounds limited opportunities for students already facing educational inequalities, presenting the innovative and creative ways English educators are responding to these situations. Across interviews and qualitative studies, the book demonstrates that issues surrounding engagement with, access to, and equity within, the remote and online educational context are wider and longer lasting than the recent pandemic period itself, and are at the forefront of challenges facing these regions today.
Highlighting English educators’ resilience, perseverance and creativity in challenging circumstances, the book will be of interest to researchers, scholars, and postgraduate students in open and distance education, eLearning, bilingualism/ESL, and distribution of technology in educational settings.
1. Introduction Hugh John Leong, Ida Fatimawati Adi Badiozaman and Jonathan Newton
2. Transforming TESOL through virtual flipped classrooms in the Global South: Navigating the COVID-19 pandemic and beyond FX. Risang Baskara, Ida Fatimawati Adi Badiozaman and Therese Keane
3. Emergency online ELT in Vietnam: Exploring primary school teachers’ experiences, access to capital, and challenges Phung Dao, Trang Le Diem Bui, Dao Thi Thuy Nguyen and Mai Xuan Nhat Chi Nguyen
4. Voices of early-career EFL teachers during emergency remote teaching (ERT) in rural areas in Indonesia: “My students were missing” Rahmila Murtiana
5. EFL teachers’ emotions and emotion regulation strategies in online teaching during the COVID-19 pandemic Mehdi Haseli Songhori, Foroozan Izadi, Elham Jahantighi and Alireza Bahremand
6. Navigating the shift: Exploring teachers’ perceptions and practices in transitioning to online collaborative writing Zhenhao Cao
7. The experience of academic burnout by Vietnamese EFL learners during online emergency classes: Different voices matter Quang Nhat Nguyen, Quyen Thi Thuc Bui, Hien Thi Thu Nguyen
8. Lessons learnt from engaging TESL students in online learning during a pandemic in a Malaysian ODL institution Ooi Li Hsien and Anna Christina Abdullah
9. Learning challenges during COVID-19: Omani students as a case study Zainab Al-Zaghir, Dola Algady
Muna Al-Badaai
10. Bridging the digital divide in EFL classrooms: Post COVID-19 lessons from Vietnamese lecturers’ experience Phuong Le Hoang Ngo and Kham Bao
11. Access, engagement and equity considerations in developing cultural competency in translation Thohiriyah, Priska Pramastiwi, David Rawson, Rudi Hartono
12. Challenges with Emergency Remote Teaching (ERT) in the adult migrant English programme: An autoethnography Jeremy Koay
13. Towards equitable language learning in the digital post-pandemic era: Future directions for TESOL in the Global South Ida Fatimawati Adi Badiozaman, Jonathan Newton and Hugh John Leong
Biography
Ida Fatimawati Adi Badiozaman is Deputy Pro Vice-Chancellor (Research), Swinburne University of Technology Sarawak, Malaysia.
Jonathan Newton is Programme Director for the Master’s Programme in TESOL, Applied Linguistics, and Second Language Learning and Teaching, New Zealand.
Hugh Leong is Head of School for the School of Design and Arts, Swinburne Sarawak, Malaysia.
