Akademik Veri Yönetim Sistemi
FOLIA LINGUISTICA ET LITTERARIA: JOURNAL OF LANGUAGE AND LITERARY STUDIES, cilt.45, sa.1, ss.99-23, 2023 (ESCI)
At the beginning of 2020, few people could imagine that the new coronavirus, COVID-19, would impact that many aspects of our lives and change the content, structure, and teaching methods we knew before. Many language teachers (LT) worldwide who had been effectively implementing face-to-face instruction had to make an abrupt transition to online education, something they were not trained for or had experience with. The present study aims to discover whether LT successfully delivered online instruction and whether online teaching during the first online period impacted students' learning habits. Using a specifically designed questionnaire, students who study at several public universities from Bosnia and Herzegovina (B&H), the Republic of North Macedonia (RNM), and Turkiye (TUR) were asked to evaluate their teachers' professional adaptation and success during the first "emergency online teaching semester", and to reflect on their learning habits during this period and the changes they personally experienced. The results of the study revealed that students in the three countries approached and evaluated their teachers' pedagogical skills as appropriate for online teaching in the first COVID-19 period in remarkably similar ways. However, the impact on students' learning habits is, to a certain extent, different in these countries. The findings of the study might provide relevant input to rethink the teaching profession in terms of competencies, means of instruction, and strategies for coping with processes that affect teaching. Education will not be the same in a post-pandemic world, we must use the knowledge we have gained, and the suggestions made by our students to enhance our educational systems.