EFL Teacher Identity Construction During Online Learning: Challenges, Adaptations, and Pedagogical Implications

Authors

Lisa Elvi Wijaya Sanata Dharma University, Yogyakarta
Concilianus Laos Mbato Sanata Dharma University, Yogyakarta
Paulus Kuswandono Sanata Dharma University, Yogyakarta
Barli Bram Sanata Dharma University, Yogyakarta

DOI:

https://doi.org/10.34050/elsjish.v6i4.31991

Keywords:

EFL Teacher, Identity Construction, Online Learning, Review Research

Abstract

The development of online learning and digital technologies has influenced the formation of EFL teacher identity. This literature review investigates the development of EDL teacher identity during online learning. This review aims to provide a comprehensive understanding of the complexities and subtleties of EFL teacher identity construction in the online learning context. The selected studies were collected through a systematic approach. Thematic analysis was employed to analyze the unique challenges encountered by EFL instructors during online learning, their adaptation and transformation in identity construction, and the pedagogical implications for effective online language teaching. The results emphasized the importance of addressing challenges, supporting EFL teachers in professional development, and implementing effective teaching methods in online language learning. These findings contribute to the improvement of EFL teacher preparation, pedagogical practices, and online learning support systems.

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Published

2023-12-21

How to Cite

Wijaya, L. E. ., Mbato, C. L., Kuswandono, P. ., & Bram, B. (2023). EFL Teacher Identity Construction During Online Learning: Challenges, Adaptations, and Pedagogical Implications. ELS Journal on Interdisciplinary Studies in Humanities, 6(4), 786-792. https://doi.org/10.34050/elsjish.v6i4.31991