Akademik Veri Yönetim Sistemi
VIII. International Scoail Sciences Congress, İstanbul, Türkiye, 23 - 24 Aralık 2021, ss.1-2
Teaching productive skills which are speaking and writing has been seen as it requires solid
interaction and is complex. Therefore, this situation leaves a question mark on how to conduct
EFL teaching process online as the COVID-19 global pandemic has broken out recently. In
this sense, this study aims to reveal opinions, implementations and experiences of English as a
Foreign Language (EFL) teachers on teaching productive skills during emergency remote
teaching. Phenomenological inquiry, which is one of the qualitative designs, employed to
conduct the study. Participants of the study consisted 11 English as Foreign Language teachers
from secondary school, high school and university preparatory school level. Participants were
chosen according to the convenience sampling which is one of the techniques of purposive
sampling. Individual interviews took place in order to collect the data. The main data collection
tool was semi- structured interview questions. Content analysis was administered in data
analysis process. The results were examined under teachers’ interpretations of teaching
productive skills online, teachers’ practices of teaching productive skills online and teachers’
expectations of teaching productive skills online themes. First of all, teachers were from
different grade teachers. However, they seemed to interpret teaching productive skills online
similarly. Besides, their practices showed similarities as well. As a result of the study teacher
mostly agreed on the fact that online education has its advantages such as easy materials access
and online tools and some disadvantages such as lack of interaction, lack of scaffolding,
assessment problems, internet access problems and learner related problems. Also, they stated
that it was hard to engage learning during the process so they got help from games, authentic
materials, videos, discussions and web 2.0 tools. They mostly suggested to change the
assessment style, make participation compulsory and conduct activities that can engage
learners in the learning-teaching process. Consequently, as the study and teachers suggested,
certain recommendations were made such as compulsory student attendance, assessment via
portfolios, product, performances rather than test in the end of the term and that teachers should
be supported to conduct engaging activities such as webinars, discussion, drama performances
or poster presentations.