Covid19 and Learner's and Teacher's Internet-Based Interactions

Journal Article Paper
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Journal Article Paper
Summary of the Article
The Covid-19 pandemic presented a paradigm shift in teaching and learning models, especially from the traditional face-to-face classroom to virtual learning. Despite the learning challenges presented by the Covid-19 pandemic, learning needs to remain supportive and welcoming to all students, given the value of considering the learners’ behavioral intentions in the learning environment. The authors recognized that students’ behavioral intentions to utilize remote learning tools constitute a primary concern for educators. The article appraised the relationship between effort expectancy, performance expectancy, social influence, as well as enabling settings within the unified theory of acceptance and use of technology (UTAUT) framework impacting students’ interactive inclinations toward virtual learning utilization. The results indicated that all the factors positively impacted postgraduate learners’ behavioral intentions to utilize remote learning. In addition, performance expectancy emerged as the most significant factor influencing postgraduate learners’ behavioral preferences. The study concluded that students and educators must confront new learning patterns to encourage internet-based interactions (Yunus et al., 2021).
Author’s Main Point
The study’s purpose entailed establishing the most important factors impacting Teaching English as Second Language (TESL) postgraduate learners’ interactive inclinations toward virtual learning amid the health crisis. The authors’ central argument is that the Covid-19 pandemic had a terrific effect on the global educator systems. The research’s primary argument was anchored on recognizing that there was a paucity of evidence evaluating postgraduate learners’ behaviors and intentions to leverage remote learning opportunities amid the health crisis (Yunus et al., 2021). Therefore, the teachers and government should recognize the value of instituting policy reform tailored to address the Covid-19 pandemic and augment the use of online learning opportunities.
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