Online Remedial Teaching: Pre-Service Teachers’ Experiences and Insights
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Abstract
Remedial instruction plays an essential role in assessing the learners’ academic deficiencies in online classrooms. Using a qualitative phenomenological research design, this study explored the pre-service teachers’ experiences while conducting online remedial teaching. The semi-structured interview and focused group discussion (FGD) were used to gather information regarding the participants’ views and insights while conducting remedial teaching. All interviews were done online, considering the COVID-19 pandemic, which restricted face-to-face contacts. The pre-service teachers’ responses during the interview were transcribed verbatim to get an accurate record of the information. The researcher also made some brief notes during the interview. Their responses were thematized, with a focus on online remedial teaching insights. The following themes were derived: (1) motivation; (2) the use of authentic learning activities; (3) mastery of grammar rules; (4) diction and pronunciation awareness; and (5) teaching with confidence and patience. In online remedial teaching, grammar and speech were the most important skills for pre-service teachers to enhance. This gives the pre-service teachers the confidence while conducting online remediation among their students. While immersing with their students online, pre-service teachers discover their teaching weaknesses. Strong motivation to learn is a factor in online teaching, especially for remedial students who are less focused or inattentive. Social media distractions hinder learning, and online teaching strategies need to develop enthusiasm and drive for independent learning. Real-world learning activities should be used in the classroom because they grab remedial students' attention and make them want to listen and learn more. A sustainable remedial teaching program may further enhance pre-service teachers’ teaching skills.
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References
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