This study attempts to describe the implementation of online instruction in English courses at Korean universities during the COVID-19 pandemic and to investigate the perceptions of three different groups: Korean instructors, native English speaking instructors, and learners. Focusing on two modes of online instruction (synchronous and asynchronous), the author made a questionnaire including closed and open- ended questions. The analysis of the survey reveals that during the first semester of 2020, the majority of the Korean instructors (82.9%) in this study conducted asynchronous online instruction whereas the native English speaking instructors employed both the asynchronous and blended online instruction with the same percentages (46.7%). Regarding the plan for the following semester, 42.9% of the Korean instructors moved to blended instruction, still showing a preference for the asynchronous instruction (42.9%). The native English speaking instructors show a strong preference for the blended and synchronous online instruction. Both groups of instructors put forth the same reasons for using each mode of online instruction: flexibility and lack of technological skills are the main reasons for the asynchronous online instruction and interaction for the synchronous online instruction. The students’ responses show a strong preference for the asynchronous online instruction and the perceptions of the students towards synchronous and asynchronous instruction seem to be in accordance with those of the Korean instructors rather than native English speaking instructors.
1. Introduction
2. Literature Review
3. Method
4. Results and Discussion
5. Conclusion
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