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JSCM(Journal of Safety and Crisis Management) Vol.14 No.1.jpg
KCI등재 학술저널

Teachers’ Perception and Practice of English Language Teaching Following CLT Approach in Times of Crisis

Teachers’ Perception and Practice of English Language Teaching Following CLT Approach in Times of Crisis

The aim of the present study was to investigate the role of teachers’ perception and their perceived practice of instructional strategies in the implementation of English language teaching following Communicative Language Teaching (CLT) approach online in two Chinese universities amid the Covid-19 pandemic crisis. The mixed methodology of quantitative and qualitative approaches in crisis management was employed in this study. The data was collected from forty college English teachers through survey questionnaire, a case study, and semi-structured phone-call interview. The findings revealed that almost teachers’ perception and practice had a noticeably positive correlativity with the characteristics of CLT approach, directly manifesting that the three intricate characteristics of online CLT approach: learner-centered approach; four English language skills linked together in teaching process; and authentic materials promoted. Additionally, online group discussion; pair work; and presentation to whole class they’ve experienced are prominently tied. Nevertheless, some online problems and obstacles were likewise illustrated in the crisis management, which probed to be difficultly operated in prolific English language teaching class online: large online class size; lack of students’ active participation; and little time to prepare teaching materials. Pedagogical Implications for the study are that teachers’ perception and practice within the characteristics of CLT approach amid the crisis have meaningful effects on online ELT development in higher education as well as the exhibited issues in class operation profoundly requires consideration to be kept from in college class.

Introduction

Literature Review

Methods

Findings

Conclusions

Reference

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