Pandemic Perspectives: International English Learners’ Issues with Online Instruction
Abstract
The COVID-19 pandemic abruptly shifted the delivery of teaching and learning, particularly for adult English learners (ELs) and international students enrolled in US institutions. This study investigates EL perspectives of their English instructors during the COVID-19 pandemic and the shift to remote learning in the spring of 2020 through a quantitative approach. Participants (N = 158) completed a perception questionnaire, and the results were analyzed through IBM SPSS Statistics 27.0.1. Results identify lower attendance and engagement tied to perceptions of limited instructor knowledge in online environments. In addition, they show perceptions of lower instructor effort, limited opportunities to connect with peers, and limited resources for students. These findings suggest the need for instructors with digital literacy skills and social and emotional skills in order to connect and strengthen class communities.