International Journal of English Language Studies

Yazarlar: Fateme Chahkandi

Konular:-

DOI:10.32996/ijels.2021.3.11.5

Anahtar Kelimeler:EFL students; Emergency remote teaching; Emotion diary; Sources of stress

Özet: This study intended to identify the sources of stress for EFL students in their transition to emergency remote teaching amid the Covid-19 pandemic. Drawing on the genealogy of emotions and Braun and Clarke’s (2006) thematic analysis method, this qualitative study analyzed interview transcripts and emotion diaries gleaned from students over an academic semester. The findings pointed to 4 categories of stressors including academic-related stressors associated with online exams, students’ English competency, instructional demands, and excessive workload, and teaching quality. The category of stressors including psychological issues concerned students’ low self-concept and efficacy beliefs, students comparing themselves to others, their learning styles, and social interactions and expectations. Life-related stressors encompassed students’ concerns about future life, work-life balance, health and safety at the time of the global pandemic, and distractions and multitasking while students were in class. Finally, technical problems and students’ technological skills were recognized as the last source of stress. The findings were then discussed in the light of unique sources of stress attributed to the digital nature of remote learning and the need for a broader conceptualization of students’ proficiency in e-learning contexts. Finally, the study concluded with empirical implications for teachers, policymakers, health providers, and counselors.

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