Linguistics and Literature Review
Yazarlar: ["Shafqat Hussain", "Ameer Ali"]
Konular:-
DOI:10.32350/llr.81/05
Anahtar Kelimeler:Digital domain,English literature,Online classes,Pandemic,Public sector,Universities
Özet: COVID-19 has resulted in the digitalization of teaching and learning process in Pakistan. Online education has become a new need in the wake of the pandemic. Pakistani universities are teaching English literature through online classes. It is believed that online teaching causes difficulty in the development of critical understanding of literature in students. Learning through online classes about English literature can be a challenging task for students because literature demands an effective live discussion between the teachers and students. Researcher (1) is a student of English department, who has observed some issues related to online teaching of English literature. Students face challenges in understanding literature during online classrooms due to their digital illiteracy. The researchers are more prone to explore the attitudes and preferences of undergraduates because of such challenges. Moreover, they investigate and measure the challenges faced by students in online classes and provide them a way forward. The current study focuses on undergraduates’ online classrooms of English literature of sixteen public sector universities in Pakistan. A ‘quantitative survey method’ along with a ‘probability sampling technique’ has been used to collect primary data for this research. In total, one hundred and fifty-one participants from sixteen Pakistani public sector universities have been participated in this piece of study. Among them sixty-five are male participants, and eighty-six are female participants. All participants are undergraduates of fourth, fifth, sixth, seventh, and eighth semesters from the departments of English literature. The responses are collected from the participants which have been quantified in Microsoft Excel and displayed in figures in Microsoft Word. The quantified data revealed that most of the students required more discussion with teachers and other students, and engagement in online class activities regarding literature. Findings also demonstrated that students mostly supported interactive learning. Furthermore, they did not consider the use of digital tools effective in teaching drama and poetry in the online classes of English literature. However, online modes of teaching remained more preferable for teaching short stories and novels in the universities. The current study can help teachers, students, and policymakers in knowing about what students prefer and do not prefer in online classes, and how their preferences can be transformed into student-centered teaching in the digital domains.