Document Type
Article
Publication Date
12-3-2023
Abstract
Digital divides mean that marginalized groups such as adults who speak English as a second or other language (ESOL) are less likely to have access to online instruction. Higher levels of English proficiency are associated with better health and employment; therefore, access to ESOL classes is essential. We investigated how sociodemographics and English proficiency relate to adult learners' preferences for, and barriers to, online instruction of ESOL during and beyond the COVID-19 pandemic. Sixty-one adults completed a survey on their pandemic experiences, demographics, and ESOL classes. Analyses showed nonsignificant relationships between interest in online instruction and internet access, education, income, and age. Respondents reported expecting more nondigital than digital barriers to online instruction overall. Expecting to encounter digital barriers did not constrain respondents' interest in future online instruction; however, beginner-proficiency individuals had higher interest than those with intermediate or no proficiency. Of the five specific types of remote instruction included in the survey, learning to use new technologies interested most respondents the most. Results will inform ESOL practitioners and administrations as they continue to develop online or digital literacies components for their classes.
Recommended Citation
Cox, Jessica G.; Chen, Lauren Y.; and Okatch, Harriet, "Interest in and Barriers to Online ESOL Instruction for Adults During and Beyond COVID-19: Exploring Relationships with Sociodemographics and English Proficiency" (2023). College of Population Health Faculty Papers. Paper 221.
https://jdc.jefferson.edu/healthpolicyfaculty/221
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial 4.0 License
Appendix S1. Supporting Information.
Language
English
Comments
This article is the author’s final published version in ESOL Journal, Volume 15, Issue 2, June 2024, Article number e778.
The published version is available at: https://doi.org/10.1002/tesj.778. Copyright © 2023 The Authors. TESOL Journal published by Wiley Periodicals LLC on behalf of TESOL International Association.
Publication made possible in part by support through a transformative agreement between Thomas Jefferson University and the publisher.