The COVID-19 pandemic has shifted many previously in-person ESL classes to online learning. Many of these online classes are taught synchronously using video conferencing software such as Zoom. The exclusive focus in this article is on teaching ESL classes using Zoom, since that is the software that the author uses to teach with and am thus most familiar with. However, the same points that are made with regard to synchronous video teaching with Zoom could presumably also be made for Zoom’s competitors such as Microsoft Teams.
The use of video conferencing software such as Zoom for synchronous ESL classes has the obvious advantage of enhancing the safety of students and teachers from the COVID-19 virus. The advantages of using Zoom appear to be particularly evident for ESL pronunciation classes. Continue Reading →
This paper argues that distance English language learning, which enables economic opportunities for non-English speakers, has not been equally available globally. In this article, I will explain that there is a need to learn English remotely for people whose lifestyles and family obligations do not allow them to attend in-person language learning classes. Yet, they need to know the English language to have better opportunities financially and academically. The theoretical framework that I have chosen for this paper is world culture theory seeing the world and people becoming more similar and connected more than ever with technology.
Significance of the subject matter
Inequality is increasing between countries and within countries, and the primary reason behind it is income and economic disadvantages (Hill & Continue Reading →
Curriculum developers for the ESL Foundation Program at the Real Institute at Ryerson University adapted programming for in-person learning to virtual formats in response to COVID-19. An important consideration when developing the online program was the establishment of an inclusive online environment. Curriculum developers responded to challenges and fostered inclusivity through UDL, flexibility, digital tools, and demonstrating personal interest in students. Overall, a strong sense of community was achieved, and students responded positively.
With the onset of COVID-19, language programs across the country had to shift their mode of delivery from the traditional face-to-face classroom setting to virtual learning environments. Designing a virtual learning experience in any subject area requires significant time, care, Continue Reading →
An English for Academic Purposes (EAP) Pathway Program of a major Canadian university suddenly pivoted to remote teaching and learning, as did so many other university programs across the country in the 2020–2021 academic year. The Pathway Program, took the opportunity of this “pivot” to research how students and instructors fared with the new technology-mediated curriculum and found key practices as useful for instructors. In this article, we describe the Community of Inquiry framework that underpins our study and the insights gained for instructors who retain at least some remote teaching activities in their classrooms. Implications of this study indicate that there are five ways in which instructors can potentially alter their pedagogy to further student satisfaction for online study. Continue Reading →