مجلة الحداثة Al Hadatha: Impact of Online EFL Teaching: Content Understanding vs. Grammar Acquisition

Impact of Online EFL Teaching: Content Understanding vs. Grammar Acquisition

Fatemah Mohamad Bazzi *

نبذة عن البحث باللغة العربية (Abstract):

تدريس اللغة الإنجليزية لغةً أجنبية أولى عبر الإنترنت:

فهم المحتوى مقابل اكتساب القواعد

يهدف هذا البحث الى دراسة تأثير تدريس اللغة الإنجليزية لغةً أجنبية أولى عبر الإنترنت في المدارس الرسمية اللبنانية بعدما حدث التحول المفاجئ من التدريس وجهًا لوجه إلى بيئة التعلم الافتراضية خلال جائحة كورونا، وما نتج من ذلك من تأثير على التحصيل الأكاديمي للمتعلمين وبالتحديد على مدى فهمهم لمحتوى الدروس، واكتسابهم لقواعد اللغة المدرجة في المناهج الدراسية.

شارك في هذا البحث شريحة من معلمي اللغة الإنجليزية في الحلقة الثالثة في مدارس لبنان الرسمية. وتم الحصول على المعلومات عبر استبيان أُرسل لهم عبر "غوغل" عند نهاية فصل دراسي كامل.

يظهر البحث من دراسة نتائج الاستبيان، أن معظم معلمي اللغة الإنجليزية في الحلقة الثالثة، يفضلون تدريس محتوى الموضوعات على تدريس تراكيب القواعد في بيئة الإنترنت الافتراضية، وهذا لأنهم يواجهون العديد من التحديات عند تدريس القواعد، ولأن المتعلمون يظهرون أكثر حيرة عند تعلمهم القواعد، بينما يظهرون المزيد من الثقة والتفاعل عندما يدور الدرس حول المحتوى. بالإضافة إلى ذلك، يتبين أن تعليم محتوى اللغة الإنجليزية عبر الإنترنت، يساعد غالبية المتعلمين على تذكر ما تم تدريسه، لكنه لا يساعدهم على فهم المحتوى أو التفكير فيه بشكل تحليلي. أما بالنسبة لتدريس قواعد اللغة عبر الإنترنت، فإنه يساهم في جعل المتعلمين يتذكرون ويفهمون ويستخدمون هذه القواعد ولكن بمستويات منخفضة نسبيًا.

الكلمات - المفاتيح: التعليم من بُعد، فهم المحتوى، اكتساب القواعد، اللغة الإنجليزية كلغة أجنبية أولى

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- Abstract:

The current study aims to explore the impact of using online EFL teaching in Lebanese intermediate public schools as a sudden shift from face-to-face classroom settings to virtual learning environment during the pandemic of COVID-19.

The main purpose is to study the impact of online teaching on learners’ understanding of the book’s content (topics and ideas) and their acquisition of grammar. EFL teachers of cycle three took part in this study, and the data were obtained from a questionnaire sent to them as a Google Form at the end of one academic semester. The results revealed that the majority of teachers favored online teaching of content over online teaching of grammar because they encountered more challenges when teaching grammar online. Besides, they showed that engaging learners online was more evident when teaching content than when teaching grammar. They believed that online teaching of content helped the majority of their learners recall what they had been taught, but it did not help them understand or think critically about content. In addition, it was found that online EFL teaching of grammar played a limited role in having learners remember, understand, or use grammar accurately.

- Key words:

online teaching, content understanding, grammar acquisition, and EFL

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* فاطمة محمد بزي: باحثة لبنانية. دكتورة في اللغة الإنكايزية وآدابها وأستاذة محاضرة في كلية الآداب والعلوم الإنسانية في الجامعة اللبنانية (الفرع الأول)- منسقة مادة اللغة الإنكليزية في الإرشاد والتوجيه في وزارة التربية والتعليم العالي – مؤلفة مجموعة كتب لتعليم اللغة الإنكليزية من ضمنها:

Testing Strategies, Themes for Today, and New Streams in English

* Ph.D. in English Language and Literature; instructor at the Lebanese University, Faculty of Letters and Human Sciences (First Branch); coordinator of English Language Department at Counseling and Guidance Office, MEHE; author and co-author of books for teaching EFL: Testing Strategies, Themes for Today, and New Streams in English.

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