Introduction
The pandemic of COVID-19 influenced every aspect of human life and provoked massive educational changes. The Coronavirus caused the transition to the online-studying process, which has advantages and disadvantages. Language learning efficiency among high school students benefits and suffers from online education. However, it is hard to determine precisely to what extent online teaching reduces the language learning efficiency of students. Nevertheless, online studying encourages self-education and provides access to digital educational materials, but technical issues, lack of technical knowledge, and institutional and perceptions challenges reduce language learning efficiency.
Educational Changes due to COVID-19
The Coronavirus influenced the educational process by causing online studying, which allows for expanding educational opportunities and developing new pedagogical methods but leads to inequality due to technical support and a lower level of live interaction. The pandemic damaged the educational system, especially language learning efficiency, by creating massive obstacles for teaching staff. Teachers should have found new ways of teaching students by using digital technologies. Previously, teaching staff used body language, the teacher’s voice, and facial expressions to teach students, and due to COVID-19, this situation has changed (Butnary et al. 5). In addition, it is harder for students who prefer traditional studying methods to adapt to new realities. Lastly, the technical support of each student differs, which leads to inequality in getting necessary information and influences the ability to do tasks appropriately (Butnary et al. 5). Hence, the pandemic has positively and negatively impacted education by improving opportunities for studying and making people adapt to new circumstances and technical requirements.
The Disadvantages of Online Education to the Process of Language Learning
The main disadvantage of online education in language learning is the avoidance of active online interaction and the disability to properly focus on the studying process. In addition, the accessibility to online courses due to good or bad Internet connection influences the studying process. In order to research the outcomes of online language learning, one survey was conducted. According to this research, more than 60% conducted English lectures online, but most were in the asynchronous interactive mode (Agung et al. 229). This method reduced the language practice, as students tend to do mostly writing tasks rather than speaking practice. In addition, environmental stimuli positively and negatively influence the studying process. Online studying creates many distractions, which decrease language learning effectiveness (Hong et al. 3). Furthermore, if such an educational format does not include students’ active participation, pupils might be easily distracted, and their language learning efficiency will fall. Therefore, online education might reduce the effectiveness of language learning by creating distractions and needing more active and practical student participation during online classes.
The Significant Challenges during Online Language Courses
Online studying might evoke boredom, and less direct integration during online classes reduce their access to language teaching programs and interfere with attending those. According to the survey, online language courses provide students with limited strategies to overcome boredom (Tao and Gao 2). Furthermore, it is easier for students to skip online classes than traditional ones. According to other research, the main disadvantage of online language learning is e teacher’s presence in the classroom and the live interaction (Nartiningrum and Nugroho 118). This presence promotes better conditions to concentrate and to be more studious. Thus, online studying provokes boredom, makes it easier to skip classes reduce the effectiveness of language learning by lacking live teachers’ control and social interactions.
Conclusion
To conclude, the language learning efficiency among high school students might be reduced due to online learning. Online language courses provoke boredom and distraction among pupils. In addition, the lack of social interaction and direct integration during online classes decreases language learning efficiency.
Works Cited
Agung, Antonius Setyawan Nur, et al. “Students’ Perception of Online Learning during COVID-19 Pandemic: A Case Study on the English Students of STKIP Pamane Talino.” Journal of Social Sciences and Humanities, vol. 10, no. 2, 2020, pp. 225-235. Web.
Butnaru, Gina Ionela, et al. “The Effectiveness of Online Education during COVID 19 Pandemic — A Comparative Analysis between the Perceptions of Academic Students and High School Students from Romania.” Sustainability, vol. 13, no. 9, 2021, 1-20. Web.
Hong, Jon-Chao, et al. “High School Students’ Online Learning Ineffectiveness in Experimental Courses During the COVID-19 Pandemic.” Frontiers in Psychology, vol. 12, no. 738695, 2021, pp. 1–9. Web.
Nartiningrum, Novrika, and Arif Nugroho. “Online Learning amidst Global Pandemic: EFL Students’ Challenges, Suggestions, and Needed Materials.” Academic Journal of English Language and Education, vol. 4, no. 2, 2020, pp. 115-140, Web.
Tao, Jian, and Xuesong Andy Gao. “Teaching and Learning Languages Online: Challenges and Responses.” System, vol. 107, 2022, pp. 1–9. Web.