An Analysis of Difficulties of Teaching English in Online Class at World English Course

Abstract

This study aims to analyze the difficulties of teaching English in online classes at World English Course, a language institution in East Java. This study uses a qualitative descriptive method with a limited case study design. Semi-structured interviews with two experienced tutors were used as data collection techniques. Data from the semi-structured interviews will be analyzed using thematic analysis, following a six-phase methodological framework. And based on the theoretical perspective of Technology Pedagogical Content Knowledge (TPACK) and the Community of Inquiry (CoI) framework to analyze these difficulties. The results of this study indicate three main difficulties: barriers to sustainable technology and lack of infrastructure, significant difficulties in maintaining student engagement and building meaningful interactions in online classes, and inherent difficulties in adapting conventional face-to-face pedagogical practices to digital platforms. These difficulties indicate that online English learning at World English is a complex and multi-layered process, heavily influenced by dynamic interactions, pedagogy, and technological factors, all of which have a direct impact on the learning environment and outcomes. The identified problems require intervention strategies to improve the quality and effectiveness of online English teaching. The research concludes with actionable suggestions for World English Course, including creating targeted teaching methods for online education, enhancing student assistance throughout the online learning journey, investigating more flexible online platforms, and implementing simultaneous training for educators of online classes. The research additionally indicates avenues for future studies, including examining particular interventions and increasing participant numbers, to enhance the effectiveness of online English teaching.