Creative Commons License

Nayman H., Bavlı B.

VIII. International Scoail Sciences Congress, İstanbul, Turkey, 23 - 24 December 2021, pp.1-2

  • Publication Type: Conference Paper / Summary Text
  • City: İstanbul
  • Country: Turkey
  • Page Numbers: pp.1-2
  • Yıldız Technical University Affiliated: Yes


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.