Adapting to the Screen: Qualitative Perspectives on English Language Teaching During COVID-19
Introduction
The onset of the COVID-19 pandemic necessitated an unprecedented global shift in education. For English language teachers, who rely heavily on communicative interaction, dynamic grouping, and non-verbal cues, the move to online platforms represented a profound disruption to established pedagogical practices. This qualitative study seeks to understand not merely the logistical changes, but the professional and personal transformation of English educators during this era.
Methodology
This study employed a phenomenological approach to capture the essence of the teachers' experiences. Data were collected through in-depth, semi-structured interviews with 20 secondary and tertiary-level English teachers. The interviews were transcribed and analyzed using thematic coding, allowing for the emergence of patterns related to teacher efficacy, student engagement, and digital anxiety.
Key Findings
1. The Digital Divide and Technological Anxiety
Participants frequently reported a "steep learning curve" regarding the adoption of Learning Management Systems (LMS) and video conferencing software. Many teachers expressed initial anxiety about their digital literacy, feeling a loss of control when traditional classroom management strategies proved ineffective in a virtual environment. The struggle was not limited to software proficiency; it extended to the infrastructure at home and the inequitable access faced by students.
2. Pedagogical Reconstruction
The transition required a total reimagining of language teaching. Participants noted that the "communicative approach"the gold standard in English language teachingbecame difficult to implement. Spontaneous discussions and pair-work activities were hampered by technical lag and the reluctance of students to turn on cameras. Teachers had to pivot toward more task-based, asynchronous activities, which many felt reduced the "human touch" vital for language acquisition.
3. Emotional Labor and Burnout
A significant theme that emerged was the intensified emotional labor required to sustain student morale. Teachers described the need to be "performative" on camera to keep students engaged, often at the cost of their own mental health. The blurring of boundaries between professional and private life led to an "always-on" culture, resulting in unprecedented levels of teacher burnout.
Discussion
The findings suggest that while the transition to online teaching catalyzed digital upskilling, it simultaneously exposed the fragility of remote language education. The lack of physical presence necessitated a shift toward more deliberate, explicit instruction, which sometimes sacrificed the organic development of language skills. Furthermore, the study highlights the need for institutional support that goes beyond technical training to address the emotional and pedagogical well-being of the workforce.
Conclusion
The experience of English teachers during the pandemic was characterized by resilience, innovation, and intense hardship. As educational institutions move toward hybrid models, the insights gained from this qualitative investigation emphasize that technology should serve to augmentnot replacethe complex social and linguistic interactions that define language learning. Future professional development must prioritize sustainable remote teaching strategies that emphasize student-teacher connection, even across digital barriers.
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