Malaysian ESL Teachers’ Challenges in Implementing Home-Based Teaching and Learning (PdPR)

Abstract

The Coronavirus Disease 2019 (COVID-19) had wreaked havoc during the end of 2019 and its lasting effect is felt to this day. One of those effects is the implementation of Home-Based Teaching and Learning (PdPR) in Malaysia, throughout an extensive period during the pandemic. Although PdPR certainly brought a lot of benefits, there were complications that arose, particularly concerning teachers. Thus, this qualitative research aims to study the challenges that teachers face in implementing PdPR or remote Teaching and Learning (T&L). Three English as a Second Language (ESL) teachers employed in different Malaysian schools were interviewed in order to gain multiple perspectives concerning the issue. It was found that the problems faced by teachers were poor internet access, lack of electronic devices, constant absence of students, failure to communicate bilaterally with students, difficulty in evaluating students, insufficient time, unfavourable working environments, and negative emotions. This research is hoped to highlight unfavourable aspects of remote T&L to enable these issues to be addressed and improved. Admittedly, face-to-face schooling has resumed but in future, the educational landscape may require online T&L again. Therefore, it is crucial that previous problems are eradicated to ensure future endeavours are eased.