EFL Teachers’ Perspective in Engaging Media and Multiliteracies During Distance Learning Policy

DOI

10.2991/assehr.k.201215.040How to use a DOI?

Keywords

Distance learning, EFL teachers, multiliteracies pedagogy

Abstract

Distance learning (DL) policy during the COVID-19 pandemic has urged teachers to engage multiliteracies and media to their teaching. By using a narrative inquiry approach to a junior high school EFL teacher and a senior high school EFL teacher regarding their teaching experience, this qualitative study aims to investigate EFL teachers’ perspective on the use of media and multiliteracies in teaching English during DL. An analysis is done by looking at the situation, interaction, and continuity as well as the possibility of applying the principles of multiliteracies pedagogy by EFL teachers. The result showed that learners’ socio-economic background has inevitably influenced the success of digital multiliteracies during DL. From the multiliteracies pedagogy principles, teachers are quite able to apply the situated practice and transformed practice but have few obstacles in applying overt instruction and critical framing. EFL teachers’ expectations related to multiliteracy during DL raise implications for the need for equitable teacher participation in teachers’ development programs and more government attention to educational facilities in all public and private schools.

Copyright

© 2020, the Authors. Published by Atlantis Press.

Open Access

This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).

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TY  - CONF
AU  - Fitria Azifah Dewi
PY  - 2020
DA  - 2020/12/17
TI  - EFL Teachers’ Perspective in Engaging Media and Multiliteracies During Distance Learning Policy
BT  - Proceedings of the 4th International Conference on Language, Literature, Culture, and Education (ICOLLITE 2020)
PB  - Atlantis Press
SP  - 258
EP  - 264
SN  - 2352-5398
UR  - https://doi.org/10.2991/assehr.k.201215.040
DO  - 10.2991/assehr.k.201215.040
ID  - Dewi2020
ER  -