Navigating Blended Teaching Post-COVID: Insights From Language Teachers
DOI:
https://doi.org/10.17507/tpls.1408.06Keywords:
language teaching, technological preparedness, blended teaching, post COVID-19Abstract
This study aims to investigate how higher education instructors perceive remote teaching during the COVID-19 pandemic and how prepared they were technologically to implement blended teaching in the wake of the epidemic. A quantitative approach was used, and information was gathered from 53 instructors at a Vietnam national university using questionnaires. The findings indicate that workload is the most difficult obstacle teachers face when teaching remotely, followed by issues on virtual communication with students, teachers' challenges in effectively employing technology in the classroom, and mental health issues due to social distancing. Despite encountering these challenges, most of the experiment's educators strongly endorse the adoption of blended teaching in response to the epidemic, expressing confidence in their technological readiness facilitated by institutional training. The results show that in order for higher education institutions to successfully adopt blended learning in the future, they need to be concerned with lowering the burden of their teachers, giving them training courses on technology pedagogy and providing stress management workshops.
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