EFL TEACHERS’ COGNITION OF EMERGENCY REMOTE INSTRUCTIONS: CRITICAL INCIDENT ANALYSIS

Paulus Widiatmoko (2022) EFL TEACHERS’ COGNITION OF EMERGENCY REMOTE INSTRUCTIONS: CRITICAL INCIDENT ANALYSIS. EJI (English Journal of Indragiri): Studies in Education, Literature, and Linguistics, 6 (2). pp. 212-232. ISSN 2549-2144

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Abstract

Education during Covid19 pandemic has been more complicated due to the emergency situation along with all the consequences of online instruction policy. This research investigated how EFL teachers made sense of online instruction during Covid19 pandemic to facilitate English language skill development. Taking a college English matriculation program as the context of the study, nine excerpts of teacher term reflections were analysed using critical incident analysis. Five cluster of incidents were identified essential to represent the landscape of the EFL teachers‟ cognition of distance instruction. They were teachers‟ adjustments and renewal of pedagogic practice, representation of belief system, enactment of technological pedagogical content knowledge (TPCK), involvement of their emotion, and acceptance of the abrupt changes. These themes asociated with readiness for online instruction as it was not only related to physical-technical issues, but also concerned with more intricate realm of technology integration for online learning.

Item Type:	Article
Uncontrolled Keywords:	Guru Bahasa Inggris, Pembelajaran Jarak Jauh, Kognisi Guru
Subjects:	L Pendidikan > Teori dan Praktik Pendidikan > Pendidikan Tinggi
Divisions:	Fakultas Kependidikan dan Humaniora
Depositing User:	Beatrix Stefany
Date Deposited:	19 Sep 2024 06:56
Last Modified:	19 Sep 2024 06:56
URI:	http://katalog.ukdw.ac.id/id/eprint/9297

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