IDEAS home Printed from https://ideas.repec.org/a/rbs/ijbrss/v11y2022i8p312-320.html
   My bibliography  Save this article

Rethinking social interaction in English first additional language classrooms during the post Covid-19 era

Author

Listed:
  • Nomasomi Hilda Matiso

    (Walter Sisulu University, South Africa)

  • Bulelwa Makena

    (Walter Sisulu University, South Africa)

Abstract

Social interaction among peers and teachers in English First Additional Language (EFAL) classrooms is a more significant predictor of communicative competence, which is the goal of any language program. During the Covid-19, there was a decline in social interaction among learners due to the sudden change from onsite to remote teaching and learning. This paper aimed to explore the effects of lack of social interaction in EFAL classrooms and how it can be enhanced during the 'New Normal'. This study was underpinned by Long's (1981) Interaction Hypothesis Theory, which emphasizes social interaction as an essential component of language learning. This study adopted a qualitative approach embedded in an interpretive paradigm. Semi-structured face-to-face interviews were utilized to gather data from 32 conveniently selected participants. Data were analyzed through content analysis. The findings of this paper indicated that the effects of lack of social interaction were; the inability to solicit information from learners, lack of direct contact, and lack of immediate feedback, which were caused by the COVID-19 social distancing measures. This negatively affected the quality of education. Furthermore, the lack of interactive social activities in EFAL classrooms threatens the acquisition of language proficiency skills, which are key to academic literacy. Therefore, the authors recommend that language teachers receive training on how language lessons should be planned during blended learning to engage learners in interactive social activities like role-playing, storytelling, debates, and group discussions. Key Words:Social Interaction, English First Additional Language, Leaner-Learner, Learner-Teacher, Collaborative Learning

Suggested Citation

  • Nomasomi Hilda Matiso & Bulelwa Makena, 2022. "Rethinking social interaction in English first additional language classrooms during the post Covid-19 era," International Journal of Research in Business and Social Science (2147-4478), Center for the Strategic Studies in Business and Finance, vol. 11(8), pages 312-320, November.
    • Handle: RePEc:rbs:ijbrss:v:11:y:2022:i:8:p:312-320
    DOI: 10.20525/ijrbs.v11i8.2073
    as

    Download full text from publisher

    File URL: https://ssbfnet.com/ojs/index.php/ijrbs/article/view/2073/1539
    Download Restriction: no
    File URL: https://doi.org/10.20525/ijrbs.v11i8.2073
    Download Restriction: no
    File URL: https://libkey.io/10.20525/ijrbs.v11i8.2073?utm_source=ideas
    LibKey link: if access is restricted and if your library uses this service, LibKey will redirect you to where you can use your library subscription to access this item
    ---><---

    References listed on IDEAS

    as
    1. Xiaobing Huang & Meng Chen & Xiaolian Liu & Isaac Kofi Mensah, 2021. "Social Interaction and Entrepreneurial Intention: An Empirical Investigation for China," SAGE Open, , vol. 11(3), pages 21582440211, July.
    Full references (including those not matched with items on IDEAS)

    Most related items

    These are the items that most often cite the same works as this one and are cited by the same works as this one.
    1. Jiang, Yiqi & Jiang, Zhou & Chen, Zhijun, 2024. "Women entrepreneurship in China: A bibliometric literature review and future research agenda," Journal of Business Research, Elsevier, vol. 179(C).
    2. Gukseong Lee, 2022. "Matching Task Complexity With Supplier Management to Enhance Outsourcing Performance," SAGE Open, , vol. 12(3), pages 21582440221, September.

    Corrections

    All material on this site has been provided by the respective publishers and authors. You can help correct errors and omissions. When requesting a correction, please mention this item's handle: RePEc:rbs:ijbrss:v:11:y:2022:i:8:p:312-320. See general information about how to correct material in RePEc.

    If you have authored this item and are not yet registered with RePEc, we encourage you to do it here. This allows to link your profile to this item. It also allows you to accept potential citations to this item that we are uncertain about.

    If CitEc recognized a bibliographic reference but did not link an item in RePEc to it, you can help with this form .

    If you know of missing items citing this one, you can help us creating those links by adding the relevant references in the same way as above, for each refering item. If you are a registered author of this item, you may also want to check the "citations" tab in your RePEc Author Service profile, as there may be some citations waiting for confirmation.

    For technical questions regarding this item, or to correct its authors, title, abstract, bibliographic or download information, contact: Umit Hacioglu (email available below). General contact details of provider: https://edirc.repec.org/data/ssbffea.html .

    Please note that corrections may take a couple of weeks to filter through the various RePEc services.

    IDEAS is a RePEc service. RePEc uses bibliographic data supplied by the respective publishers.