The Asian ESP Journal

The Asian ESP Journal May 2021 Volume 17, Issue 4.2 1 Published by ELE Publishing (Division of the TESOL Asia Group) TESOL Asia Group is wholly owned by SITE SKILL TRAINING Pty Ltd (Australia) All rights reserved. No part of this book may be reproduced, stored in a retrieval system or transmitted in any form or by any means, electronic, mechanical, photocopying or otherwise, without the prior written permission of ELE Publishing or the Chief Editor of Asian ESP. No unauthorized photocopying Publisher: ELE Publishing Managing Editor of ELE Publishing: Dr. John Adamson Chief Editor of the Asian ESP Journal: Professor Roger Nunn Associate Production Editor: Ramon Medriano, Jr. Production Editor: Eva Guzman ISSN. 2206-0979 2 Table of Contents 1. Seham Elashhab………………………………………………………………...…....05 - 22 Scrutinizing Saudi EFL Teachers’ Cognitions About Online Teaching to Tide Over COVID-19 2. Sohaib Alam, Basem Okleh Salameh Al-Hawamdeh, Muhammad Usman Ghani and Muhammed Salim Keezhatta...…………………………………...………………………........23 - 41 Strategy of Improvising Drama in Education: Praxis of Pedagogy in EFL/ESL Context 3. Freddie R. Cabrera…………...…….......................................................................................42 - 59 Knowledge, Practices and Observations in the Outcomes-Based Education Implementation and Standards 4. Ayesha Asad, Muhammad Usman Ghani and Fakhira Riaz..………….. ……………......60 - 86 Improving English Language Receptive Skills through Mobile Assisted Language Learning: Perceptions and Practices of Undergraduate Students 5. Muhammad Umer, Iftikhar Alam and Akhter Habib Shah……………….…………..….87 - 98 Squandering Formative Assessment: Quality Issues in English Language Teaching 6. Matronillo M. Martin and Anne Marie D. Pahiwon……………………………..…….….99 - 123 The Implementation of Students Affairs Services of Ifugao State University-Potia Campus: A Formative Evaluation 7. Mulyanto and Ahmad Heky Sujatmiko……………………….………………………..…124 - 146 Factors Affecting the Indonesian EFL Students’ Willingness to Communicate 8. Eman Alamaren, Tengku Sepora and Shaidatul Akma Kasuma……………....………..147 - 168 Analysis of Arabic–English Code-Mixing Within NP: Equivalence Model 9. Thouraya Snoussi and Wassim Korbi…………………….……………………....….……169 - 189 Cyber anti-Hate speech during the Covid-19 pandemic: Semiotic Analysis 3 10. Munagala Madhu Sudhan Rao, Mohammad Rumzi Tausif, Mohammad Rezaul Karim and Challa VenkataLakshmi...…...………………………………………………………….190 - 204 Metacognition for Developing Reading Skills in a Saudi Arabian University 11. Mahmood Kadir Ibrahim…………………………......…… ……………………...…….205 - 221 The Effect of Computer-Mediated Corrective Feedback in Improving IELTS Students’ Writing Skills 12. Prudhvi Raju Duddu and Muhammad Usman Ghani...……………………………......222 - 238 Establishing Saudi English Through Multi-Dimensional Analysis: A Corpus-Based Study of Saudi English 13. Marlon R. Lipa……………………………………………………………………….........239 - 256 Women in School Administration: Implications to Gender Communication and Discourse 14. Ana Perla B. De Guzman…………………………………………....….. ……...…..….....257 - 278 Coordinating Language Use in Junior High School Math Instruction: Framework for Math Self-Learning Module Evaluation 15. Presley V. de Vera...….. …………...……………………………………….…...…..….....279 - 291 Organizational Change Management of Local Government Units During Covid Crisis: A Descriptive Analysis of New Normal Organizational Communication Practices 16. Bahia Zemni and Mashael Almutairi...…………………………………………………. 292 - 312 Linguistics Issues in the Qur'ān Translation: A Study of Synonymy and Polysemy with Special Reference to Yaqdhi and Yafsil (Judge) 4 Scrutinizing Saudi EFL Teachers’ Cognitions about Online Teaching to Tide Over COVID-19 Seham Elashhab English Language Center Umm AL-Qura University Kingdom of Saudi Arabia [email protected] Biodata: Dr. Seham Elashhab is an assistant professor at English Language Centre, Umm AL-Qura University. She has a Ph.D. in Applied Linguistics from University of Ottawa, Canada. She has many years of English teaching experiences. Her research capabilities can be seen in several published papers in Applied Linguistics employing recent theories and approaches in the fields. Her research interests include all aspects of language teaching and learning as well as teacher development and training. She presented her work and conducted workshops in several conferences in various countries. She has been an active member in Accreditation Committee, Recruitment Committee and other committees of English Language Centre among others at Umm AL-Qura University Abstract Ensuring learning continuity during COVID-19 school closure became a priority for the government of Saudi Arabia, which turned teaching to information and communication technology (ICT), requiring teachers to move to online delivery of lessons. As a result, education has changed dramatically, with the remarkable rise of e-learning, whereby teaching is undertaken remotely on digital platforms. As the online teaching of English as a foreign language (EFL) in Saudi Arabian universities faces new challenges, EFL teachers have been positively exploring new solutions. To understand how EFL teachers were coping with the challenges, the researcher set up a study to examine EFL teachers’ cognitions about online 5 teaching in response to the disruption of typical teaching plans. This study takes a qualitative approach by analyzing in-depth interviews with four Saudi EFL university teachers. Through thematic analysis, we found that teachers had explicit cognitions about the features, advantages, and constraints of online EFL teaching. They acquired ICT literacy through online workshops, understanding students’ learning needs, and online teaching practice. This study also revealed that EFL teachers always have their ideas, unique ways of doing things, and preferences. Conclusively, beneath teachers' behavior always, there are beliefs, knowledge, and related constructs that influence what they do. Hence, it became clear that if we want to understand what teachers do comprehensively, we need to know what they believe, what they know, their attitudes, and their perceptions. Then, if we want to promote change, we need to look at beliefs. Keywords: COVID-19, online teaching, cognition, behavior, attitude, perception Introduction Due to the life-threatening global pandemic, language teachers and teachers of other disciplines in Saudi Arabia had to move instruction online. In this process, teachers' cognitions about education and language teaching must have changed substantially. How to organize efficient activities via online teaching? How would students respond to online delivery, especially when the subject matter was about learning a foreign language? Some of the teachers were not sure about the effectiveness of such large-scale online language instruction. Worries and stress drifted in the teachers’ minds. How did EFL teachers in a Saudi university perceive and respond to their disrupted teaching when online teaching became the main mode of delivery? It is a question that needs urgent investigation as the teachers’ perceptions and responses to online teaching over COVID-19 greatly influence the quality of language education in Saudi universities. This paper presents a qualitative study, through in-depth interviews, on four EFL teachers’ cognitions about online teaching, their responses to, and their strategies for coping with their disrupted schooling. Unfortunately, little has been reported on how Saudi EFL teachers have responded to such drastically challenging and evolving teaching and learning environment in Saudi universities. This study was set up to partially fill this research gap. The researcher's findings could help language teaching professionals understand how they can benefit from learning how their colleagues were learning to cope with the new challenges. By trying to understand online teaching platforms, online language teaching methods, online class management, online 6 language assessment, among many other things, through scrutinizing four Saudi teachers’ cognitions and personal experiences. Background Teacher cognition may involve teachers’ beliefs, knowledge, theories, attitudes, images, assumptions, conceptions, or perspectives about teaching, teachers, learning, students, subject matter, curricula, materials, instructional activities, etc. (Borg, 2003). Teachers hold a wide range of practical theories which inspire how they perform and teach in classrooms. Moreover, teachers' practical teaching experiences contribute to their change of cognitions (Gao & Ma, 2011). Particularly, teacher cognition intertwines with various terms used to refer to teacher cognition, including teachers' knowledge, teachers' beliefs, and teachers' self-perception. Although there are distinctive connotations and denotations in various contexts, these terms share core features in terms of several aspects of teacher cognition. Recent years have seen a growing body of research investigating teacher's awareness related to instructional practice (Borg, 2011). More specifically, how teachers' cognition is related to teachers’ actual online instructional practices is increasingly focused on teacher education research. Especially the cognition- practice conformity, that is, the extent to which teachers’ online instructional practices are consistent with their cognition. Despite the considerable research in the field, the relationships between teachers’ cognitions and their online instructional practices

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