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UPSI Digital Repository (UDRep)
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| Abstract : Universiti Pendidikan Sultan Idris |
| The education landscape has undergone several changes in response to the COVID-19
pandemic. The transitions were described by past researcher as difficult, inconvenient,
ineffective, time-consuming and energy consuming. With the urge to continue providing
sustainable teaching and learning experience for the students, lecturers at Malaysia
polytechnics had to explore various online tools to be used in their classrooms. After two
years of continuous experience in online teaching, there is a possibility for the delivery of
teaching and learning in the post-pandemic classroom to transform accordingly. Hence,
this study was conducted to: (i) examine the online tools used by the lecturers in the
teaching and learning of Communicative English courses at Malaysia polytechnics; (ii)
investigate the factors affecting the lecturers’ continuance intention in using online tools
in the post-pandemic Communicative English classroom at Malaysia polytechnics and (iii)
investigate the lecturers’ use of online tools in the post-pandemic Communicative English
classroom at Malaysia polytechnics. This study employed explanatory sequential mixed
methods design using an online questionnaire, semi-structured interview and nonparticipatory
observation. The sample of this study was chosen based on convenience,
consisting of 86 ESL lecturers teaching at six polytechnics. Data was collected in two
phases, beginning with quantitative data collection, followed by qualitative data collection.
Quantitative data was analysed using IBM SPSS Statistics version 27 and reported using
descriptive statistics while thematic analysis was done for qualitative data. Qualitative data
was used for triangulation with the findings from the questionnaire. The findings suggest
that the lecturers used various online tools frequently in their Communicative English
classroom. They also reported positive intention to continue using online tools in when the
classroom resumes with attitude being the most probable factor affecting their intention.
The findings also show that lecturers continued using online tools in the post-pandemic
classroom despite some challenges. |
| References |
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