Email this article 
Future of English Language Literacy: University Students' Attitudes, Strategies, and Satisfaction with Emergency Remote Learning
Abstract
The COVID-19 pandemic precipitated unprecedented disturbances in worldwide educational frameworks; however, it simultaneously encouraged advancements within the sector. In reaction to these challenges, policymakers and educational leaders promptly instituted emergency remote learning (ERL) as a substitute approach. This shift familiarized students with online education, mobile learning, and various digital platforms, leading to the notable acceptance of smartphones for English language acquisition at the tertiary level. This study attempts to provide an exploratory insight into the experience of private university English students regarding literacy through ERL during the COVID-19 pandemic. In a qualitative research design, data collection was purposively carried out by conducting semi-structured interviews with six master's-level students from three private universities in Dhaka, Bangladesh. The results show that the transition to ERL was sudden and unparalleled for the students. However, with all the challenges, some measures are necessary to make the English language classes at the tertiary level possible. This study highlights the need for empathy and a positive attitude by both students and teachers to adjust to the new learning environment to continue language literacy smoothly. It also underlines the need for more support from policymakers and authorities in maximizing the potential of ERL in English education.
Keywords
Full Text:
PDFReferences
Adedoyin, O. B., & Soykan, E. (2020). COVID-19 pandemic and online learning: The challenges and opportunities. Interactive Learning Environments, 31(2), 863-875. https://doi.org/10.1080/10494820.2020.1813180
Aktar, T., Maniruzzaman, M., Khan, H. R., and Hasan, M. (2022). Teachers’ Narratives from Initial Virtual Classrooms and Professional Development During the COVID-19 Pandemic in Developing Bangladesh. Turkish Online Journal of Distance Education, 23(3), 230–45. https://doi.org/10.17718/tojde.1137293.
Al Younus, M. A. (2023). English language teachers’ professional development at tertiary level in Bangladesh: Challenges and prospects. Journal of Critical Studies in Language and Literature, 4(6), 28-36. https://doi.org/10.46809/jcsll.v4i6.237
Al Younus, M. A. (2024). English Writing Problems and Remedies of Bangladeshi Undergraduate Learners. Journal of Applied Linguistics and Language Research, 11(4), 120-140. https://www.jallr.com
Al-Naibi, I., Al-Jabri, M., & Al-Kalbani, I. (2018). Promoting students’ paragraph writing using EDMODO: An action research. Turkish Online Journal of Educational Technology, 17(1), 130-143.
Al-Salman, S., & Haider, A. S. (2021). COVID-19’s impact on English language teaching in Jordan: Challenges and opportunities. Journal of Language and Education, 7(2), 45-58. https://doi.org/10.17323/jle.2021.10745
Al-Shammari, M. H., & Daniel, B. K. (2020). Emergency remote learning during COVID-19: A qualitative study of students’ experiences. Journal of Educational Technology Systems, 49(3), 343-365. https://doi.org/10.1177/0047239520985998
Al-Tamimi, A., & Shuib, M. (2020). EFL learners’ attitudes toward online learning during the COVID-19 pandemic. Arab World English Journal, 11(3), 361-377. https://doi.org/10.24093/awej/vol11no3.24
Anis, M. I., & Hasan, M. M. (2025). From Reflection to Practice: A Qualitative Study of Teaching Practicum Experiences. EDUCASIA: Jurnal Pendidikan, Pengajaran, dan Pembelajaran, 10(1), 13-26. https://doi.org/10.21462/educasia.v10i1.295
Bao, W. (2020). COVID-19 and online teaching in higher education: A case study of Peking University. Human Behavior and Emerging Technologies, 2(2), 113-115. https://doi.org/10.1002/hbe2.191
Basuony, M. A., EmadEldeen, R., Farghaly, M., El-Bassiouny, N., & Mohamed, E. K. (2020). The factors affecting student satisfaction with online education during the COVID-19 pandemic: an empirical study of an emerging Muslim country. Journal of Islamic Marketing, 4(2), 88-99.
Biswas, B., Roy, S. K., & Roy, F. (2020). Students Perception of Mobile Learning during COVID-19 in Bangladesh. University Student Perspective.
Bozkurt, A., & Sharma, R. C. (2020). Emergency remote teaching in a time of global crisis due to Coronavirus pandemic. Asian Journal of Distance Education, 15(1), 1-6. https://doi.org/10.5281/zenodo.3778083
Butucha, K. G. (2020). Students’ Emergency Remote Learning Experiences during the COVID-19 Pandemic Lockdown in a Selected University in Africa. American Journal of Educational Research, 8(12), 899-905.
Carter Jr, R. A., Rice, M., Yang, S., & Jackson, H. A. (2020). Self-regulated learning in online learning environments: strategies for remote learning. Information and Learning Sciences.
Chattaraj, D., & Vijayaraghavan, A. P. (2021). Why learning space matters: a script approach to the phenomena of learning in the emergency remote learning scenario. Journal of Computers in Education, 22(1), 1-22.
Creswell, J. W., & Creswell, J. (2003). Research design (pp. 155-179). Sage publications.
Dhawan, S. (2020). Online learning: A panacea in the time of COVID-19 crisis. Journal of Educational Technology Systems, 49(1), 5-22. https://doi.org/10.1177/0047239520934018
Dutta, S., & Smita, M. K. (2020). The impact of COVID-19 pandemic on tertiary education in Bangladesh: students’ perspectives. Open Journal of Social Sciences, 8(09), 53.
Faisal, R. A., Jobe, M. C., Ahmed, O., & Sharker, T. (2021). Mental health status, anxiety, and depression levels of Bangladeshi university students during the COVID-19 pandemic. International Journal of Mental Health and Addiction, 11(3), 1-16.
Fawaz, M., & Samaha, A. (2021). E-learning: Depression, anxiety, and stress symptomatology among Lebanese university students during COVID-19 quarantine. Nursing Forum, 56(1), 52-57. https://doi.org/10.1111/nuf.12521
Garrison, D. R., & Vaughan, N. D. (2008). Blended learning in higher education: Framework, principles, and guidelines. Jossey-Bass.
Green, J. K., Burrow, M. S., & Carvalho, L. (2020). Designing for transition: supporting teachers and students cope with emergency remote education. Postdigital Science and Education, 2(3), 906-922.2.6
Hasan, M. M. (2014). Motivational Strategies for Teaching English Language Skills: A Study of Tertiary Level Teachers [Master’s dissertation]. BRAC University. Retrieved July 22, 2024, from https://dspace.bracu.ac.bd/xmlui/handle/10361/4643.
Hasan, M. M., & Rahman, M. A. (2017). Impacts of Language Lab in Transforming Traditional Learners into Autonomous Learners. Dhaka International University Journal, 9(2), 1-13. Retrieved December 23, 2024, from https://api.diu.ac//images/diuac/publication/1632830962_kaxIAEPVqd.pdf
Hasan, M. M., Al Younus, M. A., Ibrahim, F., Islam, M., and Islam, M. M. (2020). Effects of New Media on English Language Learning Motivation at Tertiary Level. Advances in Language and Literary Studies, 11 (5), 17–24. https://eric.ed.gov/?id=EJ1287254.
Hasan, M. M., and Alam, M. A. (2016). Impacts of BRAC Teacher Training for Secondary School English Language Teachers on Classroom. In IUKL International Postgraduate Colloquia (IIPC 2016), 323. Retrieved August 27, 2024, from https://iukl.edu.my/rmc/wp-content/uploads/sites/4/2018/03/e-proceedings-IIPC-20-July-2016full-paper26061542.pdf#page=331.
Hasan, M. M., and Ibrahim, F. (2017). Effects of Blog, Wiki, and Google Docs in Learning English Language: A Study of Bangladesh at Tertiary Level. Research Journal (IUKLRJ), 5(1), 39–49.
Hasan, M. M., and Labonya, N. A. (2016a). Using Facebook in ELT: Higher Secondary Teachers’ Perspective in Bangladesh. International Journal of English Language Teaching (IJELT), 4(9), 86–100. https://doi.org/10.37745/ijelt.13.
Hasan, M. M., and Labonya, N. A. (2016b). Identifying the Challenges of Teaching Speaking Skill in Undergraduate Level: A Study at Tertiary Level in Bangladesh. Hypothesis, 4(4), 32-41. Retrieved August 11, 2024, from http://journalofelt.kypublications.com/4.4.16/28-33%20Md.%20MAHADHI%20HASAN.pdf.
Hasan, M. M., Hossain, M. M., Bhuiyan, M. A., & Mahmud, M. Z. A. (2016). Impacts of Digitization on L2 Teaching and Learning in Bangladesh: A Study of Tertiary Level. Journal of Society and Progress, 2(1)30-44.
Hasan, M. M., Ibrahim, F., Mustapha, S. M., Islam, M. M., and Al Younus, M. A. (2018). The use of YouTube videos in learning English language skills at tertiary level in Bangladesh. Infrastructure University Kuala Lumpur Research Journal, 6(1), 27–36.
Hasan, M. M., Khan, N. M., & Hossain, M. M. (2018). Influence of e-social network sites on English language: Are we experiencing a new variety of English? J. Primeasia Univ., 1(2), 48–53.
Hasan, M. M., Khanom, S., Rumman, A. M., & Fatema, K. (2024). Blended supervision of thesis: Lessons and future directions from COVID-19 and post-pandemic situation. Crossings: A Journal of English Studies, 15(1), 196–214. https://doi.org/10.59817/cjes.v15i1.572
Hasan, M. M., Yesmin, M. M., & Hossain, M. K. (2024). Effects of English Medium Instruction (EMI) on students’ academic and speaking performance: Comparison between English major and non-English departments. Ilha do Desterro, 77(1), 1-22. https://doi.org/10.5007/2175-8026.2024.e100248
Ho, I. M. K., Cheong, K. Y., & Weldon, A. (2021). Predicting student satisfaction of emergency remote learning in higher education during COVID-19 using machine learning techniques. Plos one, 16(4), e0249423.
Hodges, C., Moore, S., Lockee, B., Trust, T., & Bond, A. (2020). The difference between emergency remote teaching and online learning. EDUCAUSE Review, 12(2), 22-34, https://er.educause.edu/articles/2020/3/the-difference-between-emergency-remote-teaching-and-online-learning
Horita, R., Nishio, A., & Yamamoto, M. (2021). The effect of remote learning on the mental health of first year university students in Japan. Psychiatry Research, 295, 113561.
Hossain, M. K. (2020). Group Works in English Language Classrooms: A Study in a Non-government College in Bangladesh. The EDRC Journal of Learning and Teaching, 6(3), 92-105
Hossain, M. K., & Al Younus, M. A. (2025). Teachers’ perspectives on integrating ChatGPT into EFL writing instruction. TESOL Communications, 4(1), 41–60. https://doi.org/10.58304/tc.20250103
Hossain, M. M., Hasan, M. M., and Meraj, A. A. (2015). Redefining Bangladeshi Variety of English: Print and Electronic Media Perspective. International Journal of Advanced Research, 3(6), 1280–86.
Huang, R. H., Liu, D. J., Tlili, A., Yang, J. F., & Wang, H. H. (2020). Handbook on facilitating flexible learning during educational disruption: The Chinese experience in maintaining undisrupted learning in COVID-19 outbreak. Smart Learning Institute of Beijing Normal University.
Hussein, E., Daoud, S., Alrabaiah, H., & Badawi, R. (2020). Exploring undergraduate students’ attitudes towards emergency online learning during COVID-19: A case from the UAE. Children and Youth Services Review, 119, 105699.
Irembere, W. R., & Lubani, R. M. (2020). Transitioning to emergency remote learning amidst COVID-19 and its effects on higher education students: A case study. International Forum Journal, 23(2), 178-202.
Islam, M. A., Barna, S. D., Raihan, H., Khan, M. N. A., & Hossain, M. T. (2020). Depression and anxiety among university students during the COVID-19 pandemic in Bangladesh: A web-based cross-sectional survey. PloS one, 15(8), e0238162.
Islam, M., Hasan, M. M., & Mahmud, R. (2024). EFL teachers' perceptions of AI's impact on academic integrity and pedagogy in Bangladeshi universities. Language Literacy: Journal of Linguistics, Literature, and Language Teaching, 8(2), 564–579. https://doi.org/10.30743/ll.v8i2.10082
Joshi, S. (2021). Rising importance of remote learning in India in the wake of COVID-19: issues, challenges and way forward. World Journal of Science, Technology and Sustainable Development. 14 (1), 22-31.
Kamal Hossain, M., & Abdullah Al Younus, M. (2024). Kahoot in the Classroom: A Game-Changer for Motivating English Grammar Learning in Tertiary Education in Bangladesh. Journal of Critical Studies in Language and Literature, 5(1), 24–31. https://doi.org/10.46809/jcsll.v5i1.251
Khan, A. L., Hasan, M. M., Islam, M. N., & Uddin, M. S. (2024). Artificial Intelligence Tools in Developing English Writing Skills: Bangladeshi University EFL Students’ Perceptions. English Education: Jurnal Tadris Bahasa Inggris, 17(2), 345-371. https://dx.doi.org/10.24042/ee-jtbi.v17i2.24369
Knudson, D. (2020). A tale of two instructional experiences: student engagement in active learning and emergency remote learning of biomechanics. Sports Biomechanics, 6(2), 1-11.
Kohnke, L., & Moorhouse, B. L. (2020). Facilitating synchronous online language learning through Zoom. RELC Journal, 53(1), 55-60. https://doi.org/10.1177/0033688220937235
Kumar, S., & Singh, R. (2021). Online learning in higher education during COVID-19: Challenges and opportunities. Journal of Educational Technology Systems, 49(4), 452-475. https://doi.org/10.1177/00472395211017065
Le Vigouroux, S., Goncalves, A., & Charbonnier, E. (2021). The psychological vulnerability of French university students to the COVID-19 confinement. Health Education & Behavior, 48(2), 123-131.
Lee, K., Fanguy, M., Lu, X. S., & Bligh, B. (2021). Student learning during COVID-19: It was not as bad as we feared. Distance Education, 7(1),1-9.
Li, C., & Lalani, F. (2020). The COVID-19 pandemic has changed education forever. World Economic Forum. 18(1), 9-21, https://www.weforum.org/agenda/2020/04/coronavirus-education-global-covid19-online-digital-learning/
Means, B., Bakia, M., & Murphy, R. (2014). Learning online: What research tells us about whether, when and how. Routledge.
Moorhouse, B. L. (2020). Adaptations to a face-to-face initial teacher education course ‘forced’ online due to the COVID-19 pandemic. Journal of Education for Teaching, 46(4), 609-611. https://doi.org/10.1080/02607476.2020.1755205
Murphy, M. P. A. (2020). COVID-19 and emergency eLearning: Consequences of the securitization of higher education for post-pandemic pedagogy. Contemporary Security Policy, 41(3), 492-505. https://doi.org/10.1080/13523260.2020.1761749
Nambiar, D. (2020). The impact of online learning during COVID-19: Students’ and teachers’ perspectives. The International Journal of Indian Psychology, 8(2), 783-793.
Nguyen, T. (2015). The effectiveness of online learning: Beyond no significant difference and future horizons. Journal of Online Learning and Teaching, 11(2), 309-319.
Oliver, R., & Herrington, J. (2003). Factors influencing quality online learning experiences. Journal of Educational Technology Systems, 31(2), 137-156. https://doi.org/10.2190/7F6N-UNJX-7ABX-3W3M
Oyediran, W. O., Omoare, A. M., Owoyemi, M. A., Adejobi, A. O., & Fasasi, R. B. (2020). Prospects and limitations of e-learning application in private tertiary institutions amidst COVID-19 lockdown in Nigeria. Heliyon, 6(11), e05457.
Picciano, A. G. (2017). Theories and frameworks for online education: Seeking an integrated model. Online Learning, 21(3), 166-190. https://doi.org/10.24059/olj.v21i3.1225
Rahiem, M. D. (2020). The emergency remote learning experience of university students in indonesia amidst the COVID-19 crisis. International Journal of Learning, Teaching and Educational Research, 19(6), 1-26.
Rahman, A., Abidin, N. S. Z., and Hasan, M. M. (2018). Factors Affecting Employees’ Motivation at Infrastructure University Kuala Lumpur. South East Asia Journal of Contemporary Business, Economics and Law, 17(2), 2289–1560. Retrieved July 22, 2024, from https://seajbel.com/wp-content/uploads/2019/01/BUS-114-Asyiqur.pdf.
Rahman, M. M., Khan, S. J., Sakib, M. S., Halim, M. A., Rahman, M. M., Asikunnaby, & Jhinuk, J. M. (2020). COVID-19 responses among university students of Bangladesh: assessment of status and individual view toward COVID-19. Journal of Human Behavior in the Social Environment, 13(2), 1-20.
Rapanta, C., Botturi, L., Goodyear, P., Guàrdia, L., & Koole, M. (2020). Online university teaching during and after the COVID-19 crisis: Refocusing teacher presence and learning activity. Postdigital Science and Education, 2(3), 923-945. https://doi.org/10.1007/s42438-020-00155-y
Rasheed, R. A., Kamsin, A., & Abdullah, N. A. (2020). Challenges in the online component of blended learning: A systematic review. Computers & Education, 144, 103701. https://doi.org/10.1016/j.compedu.2019.103701
Ratnawati, R., & Nurhasanah, I. (2021). Investigating students’ experiences and preferences on tools and activities in emergency remote learning amidst COVID-19 pandemic. Al-Lisan: Jurnal Bahasa (e-Journal), 6(1), 36-57.
Rotas, E., & Cahapay, M. (2020). Difficulties in remote learning: voices of philippine university students in the wake of COVID-19 Crisis. Asian Journal of Distance Education, 15(2), 147-158.
Sahu, P. (2020). Closure of universities due to Coronavirus disease 2019 (COVID-19): Impact on education and mental health of students and academic staff. Cureus, 12(4), e7541. https://doi.org/10.7759/cureus.7541
Saunders, M., Lewis, P., & Thornhill, A. (2003). Research methods forbusiness students. Prentice Hall: Financial Times.
Silfani, A. N., Basikin, B., & Hasan, M. M. (2025). The Teachers’ Strategies to Enhance Students’ Higher-Order Thinking Skills. Entity: English Teaching and Commonality, 1(1), 1-10. https://journal.pradanainstitute.id/index.php/entity/article/view/3
Singh, V., & Thurman, A. (2019). How many ways can we define online learning? A systematic literature review of definitions of online learning (1988-2018). American Journal of Distance Education, 33(4), 289-306. https://doi.org/10.1080/08923647.2019.1663082
Sözler, S. (2021). Design thinking for online learning: A design thinking approach. In G. Kurubacak-Meric & S. Sisman-Ugur (Eds.), Improving Scientific Communication for Lifelong Learners (pp. 14-37). IGI Global.
Stevens, K. E., Stevens, R. E., & Grady, R. L. (2021). Facilitating student–instructor and student–student interaction during remote learning using a 3D printed Mirror Mount. Journal of Chemical Engineering, 98, 1436-1441.
Sun, A., & Chen, X. (2016). Online education and its effective practice: A research review. Journal of Information Technology Education: Research, 15, 157-190. https://doi.org/10.28945/3502
Uddin, M. K., Uzir, M. U. H., Hasan, M. M., Hassan, M. S., and Sahabuddin, M. (2020). A scientific novel way of article and thesis writing: Findings from a survey on keyword, sequence, and importance (KSI) technique. Universal Journal of Educational Research 8(12A), 7894–904. https://doi.org/10.13189/ujer.2020.082578
Uddin, M. S., Islam, M. N., Nirjon, M. I. H., Hilaly, M. R., Mazed, M. F. H., & Hasan, M. M. (2024). University EFL Teachers’ Perceptions About the Effectiveness of AI-Enhanced E-Assessments in Bangladesh: A Phenomenological Study. Bulletin of Advanced English Studies, 9(2), 71-82. https://doi.org/10.31559/BAES2024.9.2.4
UNESCO. (2020). COVID-19 educational disruption and response. https://en.unesco.org/covid19/educationresponse
Wang, C., Cheng, Z., Yue, X.-G., & McAleer, M. (2020). Risk management of COVID-19 by universities in China. Journal of Risk and Financial Management, 13(2), 36. https://doi.org/10.3390/jrfm13020036
Zhang, W., Wang, Y., Yang, L., & Wang, C. (2020). Suspending classes without stopping learning: China’s education emergency management policy in the COVID-19 outbreak. Journal of Risk and Financial Management, 13(3), 55. https://doi.org/10.3390/jrfm13030055
DOI: https://doi.org/10.7575/aiac.ijels.v.13n.2p.563
Refbacks
- There are currently no refbacks.
License URL: https://creativecommons.org/licenses/by/4.0/
2013-2025 (CC-BY) Australian International Academic Centre PTY.LTD.
International Journal of Education and Literacy Studies
You may require to add the 'aiac.org.au' domain to your e-mail 'safe list’ If you do not receive e-mail in your 'inbox'. Otherwise, you may check your 'Spam mail' or 'junk mail' folders.