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The Korean Association for the Study of English Language and Linguistics
[ Article ]
Korea Journal of English Language and Linguistics - Vol. 21, No. 0, pp.298-323
ISSN: 1598-1398 (Print) 2586-7474 (Online)
Print publication date 31 Jan 2021
Received 15 Feb 2021 Revised 09 Mar 2021 Accepted 16 Mar 2021
DOI: https://doi.org/10.15738/kjell.21..202103.298

대학 영어 교수자의 비자발적인 전면적 온라인 교육 경험에 대한 탐색 연구

오선주 ; 전지현
이화여자대학교
이화여자대학교
An exploratory study on college professors’ nonvoluntary on-line-only teaching
Seon Ju Oh ; Jihyeon Jeon
(1st author) Graduate Student, Ewha Womans University sunoh91@gmail.com
(corresponding author) Professor, Ewha Womans University, Tel: 02-3277-3557 dearjeon@ewha.ac.kr


© 2021 KASELL All rights reserved
This is an open-access article distributed under the terms of the Creative Commons License, which permits unrestricted non-commercial use, distribution, and reproduction in any medium, provided the original work is properly cited.

Abstract

Due to the COVID-19 pandemic, domestic universities have been forced to become a vast experimental ground for using technology for online classes. Despite the decades’ research on the use of technology in the field of English education, these online classes, which were suddenly and involuntarily administered to both teachers and learners, puzzled everyone. Considering a crisis can work as an opportunity, this unfamiliar non-face-to-face situation can be an opportunity to look at the teachers’ response to the crisis more clearly than the usual face-to-face situation. This study explored the experience of the college instructors, facing unprecedented challenges. In-depth interviews were conducted for four university professors who managed on-line-only English classes during the pandemic in 2020, asking the difficulties, emotions, solutions, and any changes while they were facing challenges this time. All interviews were recorded and transcribed to generate initial codes for each participant. The concepts with similar attributes were categorized through the process of integrating and reducing the codes. As a result, the challenges experienced by the participants were broadly categorized into two levels—individual and institutional. Participants’ emotions along with the obstacles they perceived; the ways they dealt with those obstacles; and any internal or external changes were further explored. The implications are discussed based on these results.

Keywords:

on-line teaching, English teacher emotions, college instructors, COVID-19

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