The paper "Challenges of teaching and learning grammar in online classes at the tertiary level" by Tanzina Halim, Rizwana Wahid, and Shanjida Halim investigates the attitudes of teachers and students towards online grammar instruction at the university level. The study aims to identify difficulties faced by students when learning grammar through online sessions and provides insights from teachers' perspectives on conducting online grammar classes.
The researchers surveyed 20 male and female teachers and 80 female undergraduate students at a public university in Saudi Arabia who had experienced online grammar instruction for two semesters. Questionnaires were used to gather data on the benefits and challenges of the shift from face-to-face to online grammar classes.
The findings indicate that both teachers and students face more challenges with online grammar instruction compared to traditional face-to-face classes. Key issues identified include difficulties in giving and receiving instructions online, reduced student engagement and concentration, technical problems, and less opportunity for direct interaction and application of grammatical knowledge. Teachers expressed greater dissatisfaction with online grammar teaching than students.
The study concludes that while online instruction offers some benefits, it also presents significant challenges, especially for beginner-level learners who require more guidance and interaction. The authors recommend that teachers receive more training on conducting effective online classes and using various applications to enhance the learning process. They also suggest that institutions ensure technical support is available to minimize disruptions during online sessions.
Overall, the paper highlights the need to find a balance between online and face-to-face instruction to optimize grammar teaching and learning at the tertiary level. It provides valuable insights into the experiences and perspectives of both teachers and students transitioning to online grammar instruction.