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• W4386972942 abstract "Classroom discourse has undergone a huge paradigm shift since educators had to shift to the online teaching mode during the “COVID-19” pandemic. Given such a scenario, engaging and maintaining students’ attention has been a challenge and the central focus of English as a Second Language (ESL) instructors at the tertiary level. Considering this shift, the present study explored how ESL educators in a private institution in Malaysia utilised interactions, time and pace in online classes during the pandemic to enhance teaching and learning. A qualitative research design comprising interviews, lesson observation on Microsoft Teams and field notes was employed. Eight instructors teaching ESL at higher education institutions were recruited using a convenience sampling method and the data from interviews were analysed thematically. The results from the three data collection methods were triangulated and combined to draw conclusions about the challenges of online teaching which define the dynamics of the classroom interaction. It was concluded that effective and well-planned classroom interactions, time management strategies and pacing were important effective aspects of online teaching which could facilitate or impede the routines of online classroom teaching. Findings of the present study may have implications for improving the quality of interactions in online teaching. The authors suggest solutions for the various challenges that online teaching poses for educators." @default.
• W4386972942 created "2023-09-23" @default.
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• W4386972942 date "2023-01-01" @default.
• W4386972942 modified "2023-09-29" @default.
• W4386972942 title "Pedagogical Approaches of ESL Educators with an Intent-Focussing on Interaction, Time and Pace During COVID-19: Lessons Learnt" @default.
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• W4386972942 doi "https://doi.org/10.1007/978-3-031-38129-4_6" @default.
• W4386972942 hasPublicationYear "2023" @default.
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