In the first part of the questionnaire, the teachers were asked to respond to a list of the reasons for online English language teaching. The information on the EFL teachers’ reasons for online English language teaching is presented in Table 4.1 below.
Table 4.1. EFL teachers’ reasons for online English language teaching (N=51)
Statements SD
(%)
D (%)
N (%)
A (%)
SA (%)
Mean 1. Online teaching is
attractive.
9 (17.6)
13 (25.5)
13 (25.5)
13 (25.5)
3 (5.9)
2.76 2. Online teaching is
effective during pandemic.
4 (7.8)
4 (7.8)
1 (2.0)
31 (60.8)
11 (21.6)
2.98 3. Better communication
with students.
8 (15.7)
21 (41.1)
13 (25.5)
8 (15.7)
1 (2.0)
2.47 4. Better student-instructor
interaction.
12 (23.5)
28 (54.9)
3 (5.9)
7 (13.7)
1 (2.0)
2.15 5. More time efficient. 7
(13.7) 16 (31.4)
8 (15.7)
17 (33.3)
4 (7.8)
2.96 6. Effective compared to
conventional learning.
12 (23.5)
28 (54.9)
4 (7.8)
5 (9,8)
2 (3.9)
2.15
Statements SD (%)
D (%)
N (%)
A (%)
SA (%)
Mean 7. Easy to share the
materials.
5 (9.8)
5 (9.8)
5 (9.8)
30 (58.8)
7 (13.7)
3.62 8. No difficulty faced
delivering content.
2 (3.9)
12 (23.5)
7 (13.7)
26 (50.9)
4 (7.8)
3.35 9. No difficulty in
monitoring students.
7 (13.7)
28 (54.9)
7 (13.7)
8 (15.7)
1 (2.0)
2.37 10. No difficulty in
practical work
9 (17.6)
27 (52.9)
10 (19.6)
5 (9.8)
0 2.21
11. Useful for evaluation. 10 (19.6)
22 (43.1)
11 (21.6)
8 (15.7)
0 2.33
12. Higher interest among students.
13 (25.5)
24 (47.0)
8 (15.7)
6 (11.8)
0
2.13
Cluster’s Mean 2.62
Based on Table 4.1, it can be seen that in the first statement. 17.6% of the EFL teachers strongly disagreed that online teaching is attractive, and up to 25.5%
of them disagreed with this idea. Those who neither agreed nor disagreed with this idea accounted for 25.5% while 25.5% of the teachers agreed with the same statement, and only 5.9% of the teacher participants strongly agreed with the idea that teaching online is attractive. On average the mean for this statement is 2.76.
From these results, it can be concluded that the teachers answered agree and strong agree statements with the presentation of 31,4%. Based on the interviews with five teachers, I found that their general attitudes toward teaching online. They thoungt online teaching was not attractive. As one interviewee put it,
No, I feel bored during online teaching. I think online teaching is not very interesting. Because I have to spend more time staring at a single screen and there is less interaction, I find that taking classes using Zoom online makes me boring. (T1)
In the second statement, we can see 7.8% of the EFL teachers strongly disgreed that online teaching is effective during pandemic, and disagree (D) as much as
7.8% with this idea. Those who neither agreed nor disagreed with this idea accounted for 2.0% while only 60.8% of the teachers agreed with the same statement, and only 21.6% of the teacher participants strongly agreed with the idea that online teaching is effective during pandemic. On average the mean for this statement is 2.98. From these results, it can be concluded that the teachers answered agree and strong agree statements with the presentation of 82.4%.
Based on the interviews with five teachers, I found that their general attitudes toward teaching online. They thoungt online teaching was effective during pandemic. As one interviewee put it,
Yes, I think online teaching is effective during pandemic. This is a suitable solution when students didn’t go to school during covid 19. The effectiveness of online learning varies amongst age groups. The general consensus on children, especially younger ones, is that a structured environment is required, because kids are more easily distracted. (T2) In the third statement, on average the mean for this statement is 2.47. We can see 15.7% of the EFL teachers strongly disagreed that online teaching is better communication with students, anddisagree (D) as much as 41.1% with this idea. Those who neither agreed nor disagreed with this idea accounted for 25.5%
while only 15.8% of the teachers agreed with the same statement, and only 2.0%
of the teacher participants strongly agreed with the idea. From these results, it can be concluded that the teachers answered agree and strong agree statements with the presentation of only 17.7%. Based on the interviews with five teachers, I found that their general attitudes toward teaching online. They thoungt online teaching was not better communication with students. effective. This result also supported by the interview with T3 as follows:
Online learning affected my communication skills. If we were used to communicating via the Internet, we couldn’t behave naturally when we came back to normal, real interaction. (T3)
In the fourth statement, “23.5% of the EFL teachers strongly disagreed that statement, and up to 54.9% of them disagreed with this idea. Those who neither agreed nor disagreed with this idea accounted for 5.9% while 13.7% of the teachers agreed with the statement, and only 2.0% of the teacher participants strongly agreed with the idea that teaching online was better student-instructor interaction. On average the mean for this statement is 2.15. From these results, it can be concluded that the teachers answered agree and strong agree statements with the presentation of 15.7%. Based on the interviews with five teachers, I found that their general attitudes toward teaching online. They thoungt online teaching was not better student-instructor interaction. As one interviewee put it,
No, I think online teaching is not better student-instructor interaction. It was difficult to follow the discussion when there were too many people speaking simultaneously. (T4)
In the fifteenth statement, 13.7% of the EFL teachers strongly disagreed that statement, and up to 31.4% of them disagreed with this idea. Those who neither agreed nor disagreed with this idea accounted for 15.7% while 33.3% of the teachers agreed with the statement, and 7.8% of the teacher participants strongly agreed with the idea that teaching online was more time efficient. On average the mean for this statement is 2.96. From these results, it can be concluded that the teachers answered agree and strong agree statements with the presentation of 41.1%. Based on the interviews with five teachers, I found that their general attitudes toward teaching online. 45.1% of the EFL teachers thoungt online teaching was not more time efficient.
In the sixth statement, 23.5% of the EFL teachers strongly disgreed that statement, and up to 54.9% of them disagreed with this idea. Those who neither agreed nor disagreed with this idea accounted for 7.8% while only 9.8% of the teachers agreed with the statement, and 3.9% of the teacher participants strongly
agreed with the idea that teaching online was effective compared to conventional learning. On average the mean for this statement is 2.15.
In the seventh statement, we can see 19.6% of the EFL teachers strongly disagreed and disagreed that online teaching is easy to share materials. Those who neither agreed nor disagreed with this idea accounted for 9.8% while 58.8% of the teachers agreed with the same statement, and 13.7% of the teacher participants strongly agreed with the idea that online teaching is easy to share materials. On average the mean for this statement is 3.62. From these results, it can be concluded that the teachers answered agree and strong agree statements with the presentation of 72.5%. Based on the interviews with five teachers, I found that their general attitudes toward teaching online. As one interviewee put it,
Yes, online teaching is easy to share the materials. It is convenient for the teacher to send more learning materials to students, which promotes self- study skills. (T4)
In the eighth statement, no difficulty faced delivering content. 27.4% of the EFL teachers strongly disagreed and disagreed with this idea. Those who neither agreed nor disagreed with this idea accounted for 13.7% while 50.9% of the teachers agreed with the statement, and 7.8% of the teacher participants strongly agreed with the idea that teaching online was more time efficient. On average the mean for this statement is 3.35. From these results, it can be concluded that the teachers answered agree and strong agree statements with the presentation of 41.1%. Based on the interviews with five teachers, I found that their general attitudes toward teaching online. 45.1% of the EFL teachers thoungt online teaching was not more time efficient.
In the ninth statement, we can see 68.6% of the EFL teachers strongly disagreed and disagreed this statment. Those who neither agreed nor disagreed
with this idea accounted for 13.7% while only 2.0 % of the teachers agreed with the same statement, and 15.7% of the teacher participants strongly agreed with the idea. On average the mean for this statement is 2.37.
In the tenth statement, we can see 17.6% of the EFL teachers strongly disgreed this statment, and 52.9% disgreed with this idea. Those who neither agreed nor disagreed with this idea accounted for 13.7% while only 15.7% of the teachers agreed with the same statement, and only 2.0% of the teacher participants strongly agreed with the idea that no difficulty in practical work. On average the mean for this statement is 2.21.
In statements 11 (mean 2.33) and 12 (mean 2.13), the answer is in agree (A) of statement 11 which has 8 respondents with a presentation of 15.7%, and 6 respondents with a presentation of 11.8%. Furthermore, no one answered strongly agree (A) in two statements. From the result, we can see the respondents didn’t agree online teaching is useful for evaluation and a higher interest among students.
In general, online teaching is effective during the pandemic and easy to share the materials which are three main EFL teachers’ reasons for online English language teaching in Tuy An and Song Cau districts of Phu Yen province.