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Ms. Sufia Sultana and Ms. Richa Rastogi recently presented a webinar titled "Social Constructivist Approach: A Panacea for EFL Learners' Stress and Anxiety During the Pandemic." Hosted by the Language Research Center on October 14, 2020, the presentation encompassed the findings of their research into learners' attitudes toward online learning methodologies.

Initiating the discussion, Sultana and Rastogi outlined the global ramifications of the COVID-19 pandemic, especially in the education sector, leading to a noticeable transition from traditional in-person teaching to remote learning approaches.

They elucidated the primary objectives of their research, which included probing students' sentiments towards online learning, assessing teachers' proficiency in using virtual platforms, addressing the challenges in digital teaching, and recognizing the influence of students' anxiety and stress levels on their academic performance and well-being.

Focusing on the impact of the pandemic on higher education, the presenters cited a study conducted by the World Bank in response to the crisis. They quoted, "A failure to sustain effective tertiary systems can lead to perilous social upheavals, as youth fall outside the education system, unable to engage in active learning and uncertain about the future of their education and prospects." They also referred to research undertaken at Arizona State University that assessed the effect of the crisis on students from low-income groups.

Diving into the students' perspective during the pandemic, the speakers identified several causes of stress and anxiety. Key factors, according to their research, encompassed inadequate information about safety protocols, fear of a potential decline in their standard of living, lack of support network, confinement-induced claustrophobia, and dwindling motivation in self-isolation. Their study also indicated that insufficient mastery of the target language, unfamiliarity with digital examinations, and demanding schedules heightened stress and anxiety levels.

The duo rounded off their presentation with several recommendations, which included bolstering teacher training for high-quality online course implementation, fostering a diverse learning environment for students, designing orientation programs that enable self-directed learning, and fostering critical thinking skills. They concluded with the affirmation that, despite the experienced stress, students' overall performance remained commendably satisfactory. They added that students' preparedness for self-directed learning and well-structured curricula lay the foundation for a holistic learning experience.

The webinar was an enlightening exploration of the academic challenges engendered by the COVID-19 pandemic, along with their potential solutions. It proved highly successful, drawing the active engagement of faculty members from the Bachelor of Arts in English program.

Citation:

World Bank. 2020. "The COVID-19 Crisis Response: Supporting Tertiary Education for Continuity, Adaptation, and Innovation." World Bank, Washington, DC. https://openknowledge.worldbank.org/handle/10986/34571 License: CC BY 3.0 IGO.