Young children’s perceptions of emergency online English learning during the Covid-19 pandemic: evidence from Kazakhstan

ABSTRACT

This qualitative study explores the English learning experiences of 30 Grade 5 students from three mainstream schools in Kazakhstan during the Covid-19 pandemic. It was informed by Benson et al.'s (2011) four-dimensional model of language learning beyond the classroom: (a) location (physical vs. virtual), (b) formality (formal vs. informal agents), (c) locus of control (other-directed vs. self-directed goals) and (d) pedagogy. Data were collected through online individual interviews and students' drawings. The data suggest that the participants' English teachers used mainly Zoom and WhatsApp platforms for delivering the online classes. The participants were critical of their English teachers' practices, particularly, the overuse of WhatsApp, the scarcity of co-operative activities and delays in responding to inquiries. Consequently, 16 participants (53%) were receiving face-to-face and virtual private tutoring in English (PT-E). Although face-to-face PT-E may be unsafe during the pandemic, PT-E was a parental strategy to free themselves from the burden of tracking their children's progress. The participants acted agentively, not only reflecting on the disadvantages of online education but also on its benefits, including its being more convenient and able to help them improve their self-reliance and technology skills. The pedagogical implications and areas for further research are suggested.

KEYWORDS:

• Covid-19
• emergency English eLearning
• primary school students’ perceptions
• qualitative inquiry

Disclosure statement

No potential conflict of interest was reported by the author(s).

Correction Statement

This article has been corrected with minor changes. These changes do not impact the academic content of the article.

Additional information

Funding

This project is supported by the Nazarbayev University Graduate School of Education [080420FD1903 (Faculty Grant)].

Notes on contributors

Anas Hajar

Anas Hajar is a graduate of Warwick University holding a PhD in Language Education. He won the Giving to Warwick Prize for his PhD thesis. He worked as a Postdoctoral Research and Teaching Fellow at Warwick, Coventry, and Christ Church Universities in the UK and as an Assistant Professor at the Chinese University of Hong Kong in Hong Kong SAR. He is currently an Assistant Professor of Multilingual Education and the PhD Program Director at Nazarbayev University in Kazakhstan. He is particularly interested in motivational issues in language learning and intercultural engagement. He also works in the areas of internationalisation and education abroad, language learning strategies and shadow education.

Syed Abdul Manan

Syed Abdul Manan is an Associate Professor of Multilingual Education at Nazarbayev University in Kazakhstan. He is particularly interested in language policy and planning, pedagogical challenges associated with English medium instruction and bi/multilingual education.