Perceptions of Challenges of Online English Language Learning and Teaching of Students and Teachers at a Chinese Middle School

Abstract

The objectives of this study were 1) to identify the challenges faced by the students towards online English language learning, 2) to identify the challenges faced by the teachers towards online English language teaching, and 3) to propose a workable online course for English language learning and teaching. The study was designed with a mixed method approach. Quantitative data were collected from 340 questionnaire respondents from the population of 1,340 by random sampling and all 21 teachers were purposively selected from Chengnan Middle School, Yunnan Province. The validity and reliability of the research tool, the questionnaire was tested with IOC and Pilot-Test. The score for IOC of the teacher questionnaire was 0.91, while the student questionnaire obtained a score of 0.85. The results of Pilot-Test, (α) of students questionnaire was 0.981, for teachers questionnaire was 0.984. For qualitative data, two groups of 10 teachers and 10 students volunteered to be interviewed. The IOC scores of the semi-structured interview were both 0.97, indicating both instruments were acceptable in this study. Descriptive statistics were utilized to analyze quantitative data, while interviewed data were content analyzed into themes. Analysis of quantitative data revealed that 1) for the teachers, the top three challenges in online learning and teaching were “Teaching Techniques and Preferences”, “School Facilities and Support” and “Roles of the Teachers and the Students”. 2) for the students, the top three challenges were “The Student Self”, “Learning Techniques and Preferences” and “Roles of Teachers and the Students”. 3) A workable online English learning and teaching course was proposed to focus on reliable network and facilities, teachers’ skills in using software, students’ self-control, interaction between the students and teachers as well as among students and appropriate supervision of students both at home and in class. Qualitative data collected from the teachers showed that they were not skillful in software use and teaching management. For the students, they admitted a lack of supervision and a need for self-control. Both groups suggested the needs for reliable network and facilities as well as enhancement of classroom interaction.