An Analysis of the Use of Adult Learning Theory in Virtual ESL Teaching and Learning during Covid-19 at undergrad Level

Abstract

The article analyzes one of the aspects of the doctoral study; the application of adult learning theory given by Malcolm Knowles in virtual teaching and learning of English as a second language (ESL) at undergrad level during Covid-19 in the Province of the Punjab by considering the exigencies of socio-linguistics. The study focuses on knowing that to what extent teaching through (TAM) is integrated with adult learning during Covid-19 to enhance students’ socio-linguistic skills. Two research tools (questionnaires) were used for pilot testing on ten teachers and fifty students; the alpha reliability of the questionnaires (containing 40 items each) for teachers and students is 0.887 and 0.886 respectively. Later on, data was collected from five hundred undergrads with major in English and fifty teachers of nine public sector Universities. The collected data has been analyzed qualitatively to prove or disprove the hypothesis of the study and in light of the findings which suggest that though virtual teaching and learning of English is advantageous at higher education but if not adhered to the principles and assumptions of adult learning, which emphasizes self-concept, adult learning experience, readiness to learn, orientation to learning and motivation to learn, it does not improve undergrads’ proficiency in English language skills required for socio-linguistic competence. It was found that lecture method remained dominant teaching technique containing slide shows, electronic furnished learning material and was not aligned with adult learning theory whereas virtual assessment from homes affected subjects’ language skills required for better communicative performance on one hand and impacted their socio-linguistic learning skills on the other. The study recommends that HEISs should arrange regular faculty development programs to engage teachers to learn andragogical and latest ESL interventions needed for adult learning.