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Submitted
August 31, 2023
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October 18, 2023
Published
October 27, 2023
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Abstract

The Covid-19 pandemic has significantly promoted online foreign language learning and teaching, given in the situation of the widespread lockdowns globally. Most of Southeast Asian countries took harsher approach to the pandemic. In the context of the Philippines, where in-person school operations were prohibited for a continuous period of 20 months, the impact of these restrictions has been unmistakable. This study aims to explore and highlight the experiences of online language learners and teachers during the Covid-19 pandemic. Research in this area remains limited due to the recent conclusion of the pandemic.
In the present study, eight foreign language teachers participated in the focus groups, and eight language learners took part in one-on-one interviews. Through thematic analysis, the findings of this study unveiled a notable trend, which are that learners exhibited a strong preference for online classes, while teachers expressed an equitable preference for both online and face-to-face instruction. This divergence in preferences signifies a dynamic shift in the landscape of language education. The study therefore concludes that the "new normal" of language learning and teaching has indeed materialized during the pandemic, as evidenced by the transformative shift towards online modes of instruction.

Keywords

online language learning online langauge teaching Covid-19 pandemic new normal of language learning

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Copyright (c) 2023 Kasumi Arciaga

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Author Biography

Kasumi Arciaga, Utsunomiya University

Kasumi Arciaga holds a Ph.D. in applied linguistics from De La Salle University in the Philippines. Currently, she is an assistant professor at Utsunomiya University in Japan. Her research interests are collaborative international online learning, intercultural communication, and sociolinguistics.
How to Cite
Arciaga, K. (2023). A glimpse of the “new normal” in online language learning and teaching. JOALL (Journal of Applied Linguistics and Literature), 8(2), 510–527. https://doi.org/10.33369/joall.v8i2.29859
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