Open AccessThe Use of Web 2.0 Tools: Revisiting the Pre-Pandemic Status of ESL Teachers
Author(s) -
Bai Salam Macapia Ibrahim
Publication year - 2021
Publication title -
international journal of linguistics, literature and translation
Language(s) - English
Resource type - Journals
eISSN - 2708-0099
pISSN - 2617-0299
DOI - 10.32996/ijllt.2021.4.6.31
Subject(s) - perception , the internet , psychology , videoconferencing , set (abstract data type) , information and communications technology , pandemic , covid-19 , medical education , mathematics education , computer science , world wide web , multimedia , medicine , disease , pathology , neuroscience , infectious disease (medical specialty) , programming language
The coming of the cyber age for the past years has been a great challenge to teachers and learners in all fields of the academe. Web 2.0 has found its path to ESL classrooms as one of the challenges of ICT. Practically both teachers and students are well engaged to Web 2.0 tools such as Facebook, Twitter, Instagram, video conferencing, online classroom setting, etc. However, the real challenge is set on how engagement is embraced in the learning-teaching process. This study aimed to revisit the status of our ESL learners on the use of Web 2.0 tools in their classrooms before the pandemic brought by Covid-19. This study also aims to uncover and share the attitudes of the ESL teachers of the Mindanao State University Marawi Campus towards the use of such tool. This study is qualitative-quantitative in nature. Instruments used were AKAP (Awareness, Knowledge, Attitude and Practice) survey questionnaire, voice recorders and notes from interviews conducted with the respondents. Results showed a higher level of awareness, knowledge, positive attitude towards Web 2.0 tools and a greater level on the practical use and application of such tools in the ESL classrooms. The results also showed a number of factors affecting the perception and attitude of the respondents towards the use of Web 2.0 tools in the classroom such as privacy, financial conditions of both the learner and the teacher, availability of facilities and the poor internet connection.