ABSTRACT
Online learning was given less attention in the past in most developing countries. However, the prevailing crisis of the coronavirus disease (COVID-19) has compelled the entire world to depend on e-learning for education. This study was carried out to investigate how English as a Second Language (ESL) teachers employ Google Classroom as a tool for teaching and learning during the COVID-19 pandemic, assess their experiences teaching remotely on digital platforms, identify their perceived impediments and the challenges of conducting online learning activities, and examine factors affecting the practice and acceptance of online learning as a tool for teaching and learning within secondary schools. This qualitative study was conducted on 14 ESL teachers using the purposive sampling method. The data were collected through online interviews and analyzed using thematic analysis. The findings showed that all the 14 teachers had utilized Google Classroom as a tool for teaching and learning purposes during the COVID-19 pandemic. Some of the teachers employed Google Classroom, Google Meet, Telegram, Google breakout rooms, Quizizz, Kahoot!, Google Forms, YouTube, Canva, Jamboard, Padlet, and Digital Educational Learning Initiative Malaysia (DELIMA) to make learning possible during the COVID-19 pandemic. Google Classroom’s features-such as allowing teachers to upload files and materials for student discussion, sections for students to comment on assignments, being able to grade students’ work, interactive learning, engaging students in the learning process, and proper planning and announcement before class-have made it possible to teach the students during the pandemic. Teachers expressed their problems and challenges. These included poor internet connection and lack of desire, confidence, collaboration, and engagement from students. The factors affecting the practice and acceptance of online learning as a tool for teaching and learning were also discovered, namely students’ negative attitude. Teachers’ effort in conducting interesting lessons to engage the students would also determine their excitement toward language learning.
