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Review Article

SRP. 2020; 11(11): 45-54


RETHINKING ENGLISH LANGUAGE TEACHING THROUGH TELEGRAM, WHATSAPP, GOOGLE CLASSROOM AND ZOOM

Charanjit Kaur Swaran Singh, Tarsame Singh Masa Singh, Nadiah Yan Abdullah, Sasigaran Moneyam, Mohd Ridhuan Ismail, Eng Tek, Ong, Tanalachumi Karupayah, Kalaiselvi Chenderan, Manesha Kaur Rajendra Singh, Jagvinder Kaur Swaran Singh.

Abstract
Teaching and learning have changed for teachers throughout the globe in 2020 due to the global pandemic. The decision to close schools and institutions of higher learning during the Movement Control Order (MCO) phase has caused novel challenges to teachers in confirming continuousness of the teaching and learning process. Teaching and learning process are just not confined within the four walls of a classroom but this process can be extended without being in the classroom. This study investigated ESL teachers’ strategies on English Language teaching during the movement control order at selected secondary schools in Malaysia. A descriptive case study design was employed in developing the study. Eight ESL teachers participated in the study on voluntary basis. Open ended questions were given to the teachers through WhatsApp to obtain feedback regarding their teaching strategies during the Movement Control Order (MCO). Thematic analysis was used to analyse teachers’ feedback obtained through the WhatsApp. The findings from the study showed that the ESL teachers have resorted to Telegram, WhatsApp, Google classroom and Zoom as to engage the students in the learning process during the movement control order. Teachers used various Apps such as Quizziz, Padlet and Kahoot to conduct online assessment after the teaching process ends. The findings indicate that the teachers have good mastery and knowledge of planning, executing, interacting, engaging and assessing students based on the apps used for instruction. Other related findings namely problems teachers encountered engaging students through the apps used, anxious over finishing the tasks in a short time and students’ attitude to cooperate were reported. The findings have some implications in terms of rethinking the English language teaching.

Key words: English language teaching; mobile learning; ESL teachers, mobile communication apps



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