EXPLORING ONLINE

TEACHING
STRATEGIES
EMPLOYED BY
NOVICE TESL
TEACHERS
Presented by: Amy Ling
 RESEARCH TITLE

Exploring Online Teaching

Strategies Employed by
Novice TESL Teachers
 RESEARCH PROBLEM
 Due to the pandemic, novice teachers were required to change their teaching
methods and explore new teaching methods as well as using various digital
tools and resources to solve problems and implement new approaches to
teaching and learning.
 •Although novice teachers are generally more technologically oriented,
research has shown that they had difficulties in integrating technology to
their teaching experience (Dvir & Schatz-Oppenheimer, 2020).

 There is no known study on how such teachers adapt online teachings

with digital skills that they have.

 To understand how novice teachers conduct online teaching, more studies

need to be done on online teaching strategies they employed.
 RESEARCH AIM, OBJECTIVES AND
RESEARCH QUESTIONS
AIM
This study aims to explore online teaching strategies employed by novice TESL
teachers who are IPG trained.

OBJECTIVES
1. To investigate the online teaching strategies employed by novice TESL teachers
during pandemic Covid-19.

2. To determine the factors that contribute to online teaching strategies among

novice TESL teachers adopt.

RESEARCH QUESTIONS
1. What are the online teaching strategies employed by novice TESL teachers?

2. What are the factors that shape the selection of online teaching strategies among
novice TESL teachers adopt?
 CONTEXT OF STUDY
• This study is conducted in national primary schools to explore the online
teaching strategies implemented by novice TESL teachers.
• 4 primary school novice TESL teachers with at least 1 year of teaching
experiences in teaching English as well as conducting online teaching
during pandemic were selected as the participants of the study
Key concepts:

1) Online teaching
Zhu, Payette and DeZure (2003) stated that online teaching is the
delivery of instruction using different Web-based technologies, from the
Internet or an intranet and other communication technologies, that enable
students to participate in learning activities beyond the campus, from
students’ homes to workplaces and other locations.
 CONTEXT OF STUDY
2) Teaching Strategy
• Teaching strategy is a generalized plan for a lesson which includes
structure, instructional objectives and an outline of planned tactics,
necessary to implement the strategies (Issac, 2010).
• Teaching strategies refer to methods used to help students learn
the desired course contents and be able to develop achievable
goals in the future (Sarode, 2018).
 RESEARCH
PARTICIPANTS

Teaching in
national primary Undergone IPG
schools (SK / SJK) training
4
PARTICIPAN
TS
Novice TESL (Purposeful
teachers Sampling) Conducted Online
(having teaching Teaching during
experiences at least pandemic
1- 2 years)
 DATA COLLECTION
Data Collection Methods

Questionnaire One- to- one interview

Aim: To collect the data on online teaching
strategies
Medium: Using Google Form
Questioning methods:
a) Multiple Choice Questions
b) Open- ended Questions
Aim: To collect the data on the factors that
shape the selection of online teaching
strategies among novice TESL teachers
adopt
Medium: Using audio call
Questioning methods:
a) Open ended questions
 DATA COLLECTION
Data Collection Procedures

Questionnaire One- to- one interview

Generates questions
Generates interview questions

Distributes questionnaires to the participant in

January
Make appointment for interview with
participants
Participants are given 1 week to answer the
questionnaires

Conduct interview session with participants

and record the audio in January
(approximately 30min – 1 hour)
Collect questionnaires from the participants
 DATA ANALYSIS
Procedure of Data Analysis (Questionnaire)

Compile all the data together in Excel

Arrange and organize the data

Identify frequency on online teaching strategies

adoption

Translate findings
 DATA ANALYSIS
Procedure of Data Analysis (Interview)

Read through the data

Transcribe the
interview audio
manually
Code the data

Code the data by Reduce overlap and redundancy

using Atlas. Ti of codes
application

Collapse codes into themes

 FINDINGS ACCORDING TO DATA
SOURCE
QUESTIONNAIRES
Themes on the online teaching strategies based on the data from the
questionnaires

1 Planning and Development

2 Teaching In Action

3 Assessment and Data

Evaluation
 FINDINGS ACCORDING TO DATA
SOURCE

1 Planning and Development

Online Teaching Strategies most often adopted by novice TESL teachers

during planning and development

Number of
Online Teaching Strategies
Participants
Consideration of pupils’ needs 4

Consideration of technology 4
 FINDINGS ACCORDING TO DATA
SOURCE

2 Teaching In Action

Online Teaching Strategy most often adopted by novice TESL teachers

during teaching in Action

a) Provide support to pupils in learning

Online Teaching Strategies Number of Participants

Facilitate pupils in learning 3
Monitor students’ progress 3
Give motivation to the pupils 3
b) Create warm and inviting atmosphere to build learning community

Online Teaching Strategies Number of Participants

Relate teaching to real- life experience 2
 FINDINGS ACCORDING TO DATA
SOURCE

2 Teaching In Action

Online Teaching Strategy most often adopted by novice TESL teachers

during teaching in Action
c) Promote active learning

Online Teaching Strategies Number of Participants

Turning on chat box during online teaching 4
Encourage pupils asking questions 3
Encourage interaction 3
Read students’ message in the chat box 2
d) Encourage pupils to regulate self- learning
Online Teaching Strategies Number of Participants
Provide extra tasks or homework 3
 FINDINGS ACCORDING TO DATA
SOURCE

3 Assessment and Data Evaluation

Online Teaching Strategy most often adopted by novice TESL teachers

during assessment and data evaluation

Number of
Online Teaching Strategies
Participants
Provide assessment after the online teaching 3
Provide feedback after the assessment 3
Give feedback on time 3
Evaluate data collection from the assessment 3
 FINDINGS ACCORDING TO DATA
SOURCE
ONE- TO- ONE INTERVIEW
Themes on factors that shape the selection of online teaching
strategies among novice TESL teachers adopt from the interview

1 Pupil factor

2 Teacher factor

3 External support

4 Preferences in Technology

Time allocated for

5
teaching
 FINDINGS ACCORDING TO DATA
SOURCE
Sub- themes on pupil factor that shape the selection of online teaching
strategies among novice TESL teachers adopt from the interview

1 Pupil factor

Pupils’ family Pupils’

a. b.
background interest

Pupils’ level of Pupils’ attitude

c. d.
proficiency towards learning
 FINDINGS ACCORDING TO DATA
SOURCE
1 Pupil factor

a. Pupils’ family background

“… This is because of their access to the internet and technology they do not have them.
So, dependent on their parents’ gadget a lot of my students are also from big families.
So, if families have 4 children and they are sharing one gadget, it’s been going to be
hard for them to participate in the teaching.”
(T3, Interview 3: Line 208- 211)

“ …lower SES families because of the… you know, difficulties they are having to get
the gadgets, to get the internet connection etc, so that is one of the obstacles they are
facing, as well as we, as teachers trying to do as much to help them…..”
(T1, Interview 1: Line 15- 18)
 FINDINGS ACCORDING TO DATA
SOURCE

1 Pupil factor

B. Pupils’ interest

“… So, they don’t really like written word. So, I try during this online teaching, to give
them online quizzes which have like have high, with the leader board they can check
with the leader board and they are very excited when they see their name.”
(T3, Interview 3: Line 187- 190)

“ How do you attract your pupils during online teaching?”

“… Perhaps have more games and quizzes so that they are motivated in learning.”
(T4, Interview 4: Line 198- 200)
 FINDINGS ACCORDING TO DATA
SOURCE

1 Pupil factor

C. Pupils’ level of proficiency

“… as we know that if in larger classes, they are mixed abilities. So, in order for all
pupils to get the same learning, and for them to be able to answer the questions, I did
the task that everyone can do.”
(T3, Interview 3: Line 25- 27)

“… designing the tasks in based on their levels. Some of the kids may feel upset
because they get different task from their friends, they think that they are left behind,
especially those who are weak.”
(T4, Interview 4: Line 29- 31)
 FINDINGS ACCORDING TO DATA
SOURCE

1 Pupil factor

D. Pupils’ attitude towards learning

“…My main aim is to let them at least stay at the class and learn together with their
peers. If they choose to not focused, still immersed themselves in games, quit without
reasons, I will post a message in WhatsApp group reminding them to take a look at the
materials I uploaded in Google Classroom, so that they won’t miss out…”
(T4, Interview 4: Line 91-94)
 FINDINGS ACCORDING TO DATA
SOURCE
Sub- themes on teacher factor that shape the selection of online teaching
strategies among novice TESL teachers adopt from the interview

2 Teacher factor

a. Teacher belief
and preferences

Teacher
b.
training
 FINDINGS ACCORDING TO DATA
SOURCE
2 Teacher factor

A. Teacher belief and preferences

“… I do think using BM to explain new words and vocabularies help my pupils to

understand better. I think it's because it's the fastest way to get them to understand the
new word...”
(T3, Interview 3: Line 49- 51)

“… so what I do for my online classes mostly is more on interaction and discussion. I

want them to participate and I want them to talk to their friends, to me so that they feel
like they are in school. That’s the most important for me when it comes to online
classes...”
(T1, Interview 1: Line 26- 29)
 FINDINGS ACCORDING TO DATA
SOURCE
2 Teacher factor

b. Teacher training

“… I wasn’t trained for online teaching during IPG training. But I think the use of
technology when we are doing assignments and presenting helps in all of it because
now we are using lots of computers and laptops so the use of powerpoint comes in,
Google Forms comes in. And all of those things actually help me to be familiar with the
usage of the laptop to prepare for the materials.”
(T3, Interview 3: Line 262- 266)

“… many sections provided by Ministry of Education regarding online teaching. So,

through the sharing sessions during courses, we learnt from demonstrations and also the
explanations. Then, the knowledge could be applied and also utilized in our own online
teaching.”
(T2, Interview 2: Line 147- 150)
 FINDINGS ACCORDING TO DATA
SOURCE
Sub- themes on external support that shape the selection of online
teaching strategies among novice TESL teachers adopt from the interview

3 External support

a. Colleagues
influence

School
b.
support
 FINDINGS ACCORDING TO DATA
SOURCE
3 External support

a. Colleagues influence

“… I did learn how to conduct online teaching from my colleagues, because it is

something new for all of us and we share ideas and applications, websites that are
useful for the pupils. And then I think in the end is the… why I’m doing this which is
learning, is to get the best practices that can be applied in the online teaching.”
(T3, Interview 3: Line 72- 75)

“… Through PLC… urm… through like sharing session… urm… sometimes we have like
workshops so where I actually learn from senior teachers…”
(T1, Interview 1: Line 103- 104)
“… refer to my colleagues to improve myself. Some of my colleagues would always
explore and share guide or demonstration videos from other educators in our school
community group. We love to create our own professional learning community.”
(T2, Interview 2: Line 27-30 )
 FINDINGS ACCORDING TO DATA
SOURCE
3 External support

b. School support

“They will send different links for us to explore more about online teaching. They will
add us into different groups in WhatsApp or Telegram to collect more materials that
shared by other teachers, so that we can use or refer it. They will click into the link
given (Google Meet) and help us to look how the pupils learn when we are teaching,
then they give us feedback for improvement.”
(T4, Interview 4: Line 311-315)

“… my school admins, they invited speakers for sharing sections all courses to guide
and train us and teachers regarding on online teaching…”
(T2, Interview 2 Line 154-155)
 FINDINGS ACCORDING TO DATA
SOURCE
4 Preferences of Technology

“… So, with these videos, they can actually repeat and repeat the sections or the parts
of the lessons that they don’t understand…”
(T3, Interview 3: Line 62- 63)

“… like if they cannot join the Google Meet, urm… I will always put up the notes and
the quizzes on Whatsapp group, not only on Google Classroom as well as Whatsapp
group because it’s easier for them to get it directly from the Whatsapp group…”
(T1, Interview 1: Line 19- 21)

“… classroom tools that are provided do get the pupils to be active…”

(T3, Interview 3: Line 238)
 FINDINGS ACCORDING TO DATA
SOURCE
Time allocated for
5
teaching

“… I think I can’t prepare a lot of interesting activities to the pupils if the time is
reduced. Probably just a quick quiz test by using Google Form or Quizizz to test their
understanding…”

“…. If the time has been lengthen to one hour, maybe I need to need to think more fun
and interesting activities. This is because that have enough of time for every pupils
participate in the activities. …...”
(T4, Interview 4: Line 137- 144)

“… I take a very long time in planning because it is quite challenging to compress and
combine one week work of syllabus in just nearly forty minutes lesson per week.”
(T2, Interview 2: Line 64- 65)
 Conclusion based on Findings

RQ1: What are the online teaching strategies employed by novice TESL
teachers?

• The literature regarding best practices in online teaching strategies can be

organized into three major components of the instructional process: planning
and development, teaching in action, and student assessment and data
evaluation (Hanover Research Council, 2009).
• Together, these three components significantly influence the effectiveness of
the online environment, making it especially important that instructors are
aware of best practice teaching strategies (Hanover Research Council,
2009).
 Conclusion based on Findings

RQ1: What are the online teaching strategies employed by novice TESL
teachers?

• When planning and development, novice TESL teachers take into

consideration on pupils’ needs and technology that is going to use to
deliver online teaching.

• During online teaching, they also provide support to pupils, create warm
and inviting atmosphere, promote active learning as well as encourage
pupils to regulate self- learning.

• During student assessment and data evaluation process, they also

provide assessment and feedback besides give feedback to the pupils
on time. The teachers also evaluate the data collected from assessment
for future action.
 Conclusion based on Findings

RQ2: What are the factors that shape the selection of online teaching strategies
among novice TESL teachers adopt?

a) Pupil factor such as pupils’ family background, their interest and

attitude towards learning as well as their level of proficiency.
b) Teacher factor such as teachers’ belief & preferences and the
training that they have attended
c) External support such as the school and colleagues.
d) Preferences of technology that aid the pupils in learning.
e) Time allocated for teaching during online teaching and learning.
 Conclusion based on Findings

New findings

• All the participants claimed that teacher training provided by

Teachers Training Institute Malaysia did not prepare them for
online teaching.
• The training provided were insufficient and they only learn
the basic use of technology such as using powerpoint for
teaching, distribute survey and exercise through google
forms.
 REFERENCES

Dvir, N., & Schatz-Oppenheimer, O. (2020). Novice teachers in a changing reality. European

Journal of Teacher Education, 43(4), 639-656.
Hanover Research Council. (2009). Best Practices in Online Teaching Strategies.
https://virtualchalkdust.com/wp-content/uploads/2016/03/Best-Practices-in-Online-
Teaching-Strategies-Membership.pdf
Issac, Jerin C. (2010). Methods and Strategies of Teaching: an overview. Pondicherry
University Pres
Sarode, R. D. (2018). Teaching Strategies, Styles And Qualities Of A Teacher: A Review For
Valuable Higher Education. International Journal Of Current Engineering And Scientific
Research, 5(5).
Zhu, E., Payette, P., & DeZure, D. (2003). An introduction to teaching online. Center for
Research on Learning and Teaching, University of Michigan, MI.