{"id":336,"date":"2021-07-27T15:30:42","date_gmt":"2021-07-27T15:30:42","guid":{"rendered":"https:\/\/pressbooks.ulib.csuohio.edu\/understanding-literacy-in-our-lives\/?post_type=chapter&p=336"},"modified":"2021-08-10T17:54:34","modified_gmt":"2021-08-10T17:54:34","slug":"8-5-the-effect-of-online-learning-on-communication-during-covid-19-synthesis","status":"publish","type":"chapter","link":"https:\/\/pressbooks.ulib.csuohio.edu\/understanding-literacy-in-our-lives\/chapter\/8-5-the-effect-of-online-learning-on-communication-during-covid-19-synthesis\/","title":{"rendered":"8.5 The effect of online learning on communication during COVID-19 (synthesis)"},"content":{"raw":"
\r\n

February 2021<\/h3>\r\n

Have you ever thought about how a virus<\/span><\/span>\u00a0<\/span><\/span>could change the habits of the world, especially in education? The crisis of the COVID-19 pandemic hit all over the world and has completely changed education. Some colleges refused to switch from the traditional teaching style to virtual classes. Many argue about this issue and how to deal with these new circumstances; some of them claim that the coronavirus is a good turning point that can open our eyes to a new style of learning. Others, however, prefer traditional, in-person learning. So, I am interested in learning how Covid-19 affects communications and our lifestyle specifically between the years 2020-2021 because our education system is impacted by this crisis<\/span><\/span>\u00a0<\/span><\/span>and I am<\/span><\/span>\u00a0<\/span><\/span>also<\/span><\/span>\u00a0<\/span><\/span>interesting to find the results and the studies that people have done about this topic.<\/span><\/span>\u00a0<\/span><\/span>I was surprised to see the number of studies<\/span><\/span>\u00a0<\/span><\/span>discussing COVID-19 that have already been published.\u00a0<\/span><\/span>\u00a0<\/span><\/span><\/span><\/p>\r\n\r\n<\/div>\r\n

\r\n

The article \u201cOnline and Remote Learning in Higher Education Institutes: A Necessity in Light of COVID-19 Pandemic\u201d by Wahab Ali discusses how higher education is being affected by COVID-19; specifically, the article describes the shift to online learning, difficulties students face, and the challenging teaching environments.<\/span><\/span>\u00a0<\/span><\/span>Ali argues<\/span><\/span>\u00a0<\/span><\/span>that virtual learning is more\u00a0<\/span><\/span>effective than traditional learning<\/span>, he<\/span>\u00a0<\/span>discuss<\/span>\u00a0<\/span>the difficulties that faced the students,<\/span>\u00a0<\/span>which caused a lot of challenges in the teaching<\/span>\u00a0<\/span>environments<\/span>\u00a0<\/span>,<\/span>\u00a0<\/span>due to the rapid technological development beyond the crisis that led people to turn to technology in order to study and<\/span>\u00a0<\/span>communicate with each other effectively<\/span>\u00a0<\/span>(16). Also, some colleges give tools to the students<\/span>\u00a0<\/span>in order to<\/span>\u00a0<\/span>help them study effectively and give them the opportunity to study and communicate (16).<\/span>\u00a0<\/span>He relates to Gee\u2019s<\/span>\u00a0<\/span>secondary discourse when he claims that in this<\/span>\u00a0<\/span>period of time, all people, especially students, will easily adapt to online learning due to<\/span>\u00a0<\/span>their<\/span>\u00a0<\/span>big knowledge, skills and<\/span>\u00a0<\/span>familiarity<\/span>\u00a0<\/span>with technology,<\/span>\u00a0<\/span>so he<\/span>\u00a0<\/span>stats that<\/span>\u00a0<\/span>the new technology<\/span>\u00a0<\/span>affects our communications in our daily<\/span>\u00a0<\/span>life style,<\/span>\u00a0<\/span>and how our education under this pandemic<\/span>\u00a0<\/span>allow<\/span>\u00a0<\/span>us to learn a<\/span>\u00a0<\/span>new ways<\/span>\u00a0<\/span>to communicate<\/span>\u00a0<\/span>(Ali<\/span>\u00a0<\/span>17).<\/span>\u00a0<\/span>If, for example, students want to contact their teachers, they will have to learn how to send formal emails; but, the knowledge of sending emails and communicating online is already ingrained in them. However, some<\/span>\u00a0<\/span>universities closed because they could not create a good environment for their students to learn. Ali encourages authorities and teachers to provide more information and to be prepared to improve the education system, strengthen their plans to provide more<\/span>\u00a0<\/span>effective lectures, and give students the opportunity to understand their lectures (17). He refers to Gee\u2019s article, \u201cThe Oral Mode is More Narrowly Useful,\u201d because both mention that the development of technology has major impacts upon society and communication; Gee emphasizes in his article the importance of learning new methods and how to deal with technology. The oral mode refers to spoken language during face-to-face classes. Gee and Ali also have the same opinion about the importance of learning new<\/span>\u00a0<\/span>technology. In addition, Ali motions in his article that some universities, such as New York University, were prepared for rapid change and met all their students\u2019 needs for online classes by giving them tools and technology (19); successful adaptations require prior plans and an awareness of all changing circumstances (19).\u00a0<\/span>\u00a0<\/span><\/p>\r\n\r\n<\/div>\r\n

\r\n

<\/p>\r\n\r\n<\/div>\r\n

\r\n

Moreover, an article by Deepika Nambiar,<\/span><\/span>\u00a0<\/span><\/span>\u201cThe<\/span><\/span>\u00a0<\/span><\/span>impact of online learning during COVID-19: students\u2019 and teachers\u2019 perspective\u201d discusses the impacts of online learning on the communications between the students and their teachers. She argues that interactions between<\/span><\/span>\u00a0<\/span><\/span>them depend on their perspective and experiences of online learning (1); she includes a study with a survey method to collect data from universities in Bangalore to determine educators\u2019 and teachers\u2019<\/span><\/span>\u00a0<\/span><\/span>prescriptives<\/span><\/span>\u00a0<\/span><\/span>because education has a special place and plays a big role in India (1). She observed that rapidly switching the education system in India to be online has a very big\u00a0<\/span><\/span>impact on the students' interactions and communications due to the lack of required methods and apps for virtual learning (7); students were adapting to take their lecture in-person<\/span>\u00a0<\/span>even though<\/span>\u00a0<\/span>some colleges give tools to the students. Even so, they cannot<\/span>\u00a0<\/span>make every aspect of online<\/span>\u00a0<\/span>education equal; for example, not all students have access to reliable internet, which immediately<\/span>\u00a0<\/span>puts them at a disadvantage. This rapid switch affects their performances, grades, and attendance, lowering their ability to effectively participate during class time (7). Also, online learning reduces students\u2019 understanding of lectures and prevents them from physically interacting in their labs or researching (7). Nambiar states in her article that \u201cthe results of the survey showed that 86.9% of the teachers reported that they preferred classroom teaching method more than online teaching mode\u201d and \u201c11.8% preferred online classes\u201d (4). So, online learning prevents teachers from understanding their students\u2019 understanding of the material which allows them to know the effectiveness of their materials and method they use. Also, it minimizes their ability to individually contact their students to evaluate their levels. Furthermore, teachers had difficulty adapting to an online format while still teaching effectively (Nambiar<\/span>\u00a0<\/span>2). Teachers also confirmed that online learning is an evidence of the evolution that allows them to teach from anywhere, but it has harmful effects on their interactions with students and prevents them from engaging with their students physically (7). It allows students to have more absences due to the lack of internet services or poverty. Lastly, teachers must spend many more hours preparing their lectures because online learning has a more formal form (7). Overall, this study shows how online learning affects students and faculty and discusses all negative aspects that the authorities<\/span>\u00a0<\/span>should be aware of when they are making the rules for the education systems.<\/span>\u00a0<\/span>In order to<\/span>\u00a0<\/span>obtain a comfortable environment for the students to learn and support the teachers, authorities<\/span>\u00a0<\/span>must create strong strategies to improve learning under this pandemic (10).<\/span>\u00a0<\/span><\/p>\r\n\r\n<\/div>\r\n

\r\n

<\/p>\r\n\r\n<\/div>\r\n

\r\n

Furthermore,<\/span><\/span>\u00a0<\/span><\/span>Settha<\/span><\/span>\u00a0<\/span><\/span>Kuama<\/span><\/span>\u00a0<\/span><\/span>in \u201cIs Online Learning Suitable for All English Language Students?\u201d begins by explaining how online<\/span><\/span>\u00a0<\/span><\/span>learning affects students who are studying the English language.<\/span><\/span>\u00a0<\/span><\/span>Kuama<\/span><\/span>\u00a0<\/span><\/span>states that, despite all the advantages of online learning due to its flexible environment, English learners have faced many difficulties throughout online learning such as the \u201ccognitive challenge,\u201d which includes understanding apps\u2019 dynamic functions in order to succeed (65). Students also have trouble organizing their time to ensure they never miss their due dates and watch their lectures, which don\u2019t include any attendance grades.<\/span><\/span>\u00a0<\/span><\/span>In addition, according to Aydin (2011), students may have \u201ccomputer<\/span><\/span>\u00a0<\/span><\/span>and Internet<\/span><\/span>\u00a0<\/span><\/span>anxiety,\u201d anxiety caused by a poor internet connection or slow computer, which also prevents them from having a comfortable space to study. Also, students are used to asking instructors questions and studying with their peers, and online learning prevents them from having these opportunities (Kuama<\/span><\/span>\u00a0<\/span><\/span>65). This article divides students into two groups: the students who succeed and those who struggle<\/span><\/span>\u00a0<\/span><\/span>Kuama<\/span><\/span>\u00a0<\/span><\/span>states in this article that successful students have a high level of self-regulation, know how to study effectively, and are aware of their responsibilities. They check their homework daily and use the internet to learn new studying strategies<\/span><\/span>\u00a0<\/span><\/span>in order to<\/span><\/span>\u00a0<\/span><\/span>study effectively. On the<\/span><\/span>\u00a0<\/span><\/span>other hand, the students that<\/span><\/span>\u00a0<\/span><\/span>do not succeed<\/span><\/span>\u00a0<\/span><\/span>in their studies do not learn any strategies to help them during their studies (69). But overall, both kinds of students agree that face-to-face learning is an opportunity to interact with each other, especially because the English language depends on conversations between students and their instructors and group work. Additionally, students will get more motivation from their peers (73). Moreover,<\/span><\/span>\u00a0<\/span><\/span>Kuama<\/span><\/span>\u00a0<\/span><\/span>discusses through the article that,<\/span><\/span>\u00a0<\/span><\/span>in order to<\/span><\/span>\u00a0<\/span><\/span>give all the students a quality online education, they<\/span><\/span>\u00a0<\/span><\/span>have to<\/span><\/span>\u00a0<\/span><\/span>have the opportunities to<\/span><\/span>\u00a0<\/span><\/span>learn about the online programs and apps (74).<\/span><\/span>\u00a0<\/span><\/span>Also,<\/span><\/span>\u00a0<\/span><\/span>students who have a low efficiency in<\/span><\/span>\u00a0<\/span><\/span>English<\/span>\u00a0<\/span>have<\/span>\u00a0<\/span>to<\/span>\u00a0<\/span>improve their English skills in order to<\/span>\u00a0<\/span>communicate<\/span>\u00a0<\/span>and participate with others (74).\u00a0<\/span>\u00a0<\/span><\/p>\r\n\r\n<\/div>\r\n

\r\n

<\/p>\r\n\r\n<\/div>\r\n

\r\n

James Gee\u2019s article \u201cWhat is Literacy\u201d attempts to describe literacy by describing<\/span><\/span>\u00a0<\/span><\/span>discourse, the effective way of using words to communicate with each other and write our own<\/span><\/span>\u00a0<\/span><\/span>thoughts (23). Gee defines literacy as being able to use a set of words for multiple purposes<\/span><\/span>\u00a0<\/span><\/span>and in numerous settings (23). Where these settings are defined as discourses, and they are<\/span><\/span>\u00a0<\/span><\/span>categorized into primary and secondary discourses and even these types of conversation can be<\/span><\/span>\u00a0<\/span><\/span>broken down. For example, a primary discourse is that way of speaking that you mostly acquire<\/span><\/span>\u00a0<\/span><\/span>from your family and the people around you at<\/span><\/span>\u00a0<\/span><\/span>birth. An example of some primary<\/span><\/span>\u00a0<\/span><\/span>discourses includes being in a certain country, playing with a friend, or speaking with family<\/span><\/span>\u00a0<\/span><\/span>members around us: these examples are described as languages a person acquires for free (22).<\/span><\/span>\u00a0<\/span><\/span>Secondary discourses are uses of<\/span><\/span>\u00a0<\/span><\/span>a language that people actively and primarily; it requires effort,<\/span><\/span>\u00a0<\/span><\/span>practice, and experiences, and a person does not grow up speaking in the dialect. Examples can<\/span><\/span>\u00a0<\/span><\/span>include the way we speak when working as a team in our workplace or if we want to engage in a<\/span><\/span>\u00a0<\/span><\/span>new community with a new group we have to learn their language and their styles in order to<\/span><\/span>\u00a0<\/span><\/span>deal with<\/span><\/span>\u00a0<\/span><\/span>them.<\/span><\/span>\u00a0<\/span><\/span><\/p>\r\n\r\n<\/div>\r\n

\r\n

Works Cited<\/span><\/span>\u00a0<\/span><\/span>\u00a0<\/span><\/span><\/span><\/p>\r\n\r\n<\/div>\r\n

Ali, Wahab. \"Online and remote learning in higher education institutes: A necessity in light of<\/span><\/span>\u00a0<\/span><\/span>COVID-19 pandemic.\"<\/span><\/span>\u00a0<\/span><\/span>Higher Education Studies<\/span><\/i><\/span>\u00a0<\/span><\/i><\/span>10.3 (2020): 16-25.<\/span><\/span>\u00a0<\/span><\/span>\u00a0<\/span><\/span><\/span><\/p>\r\n

Gee, James Paul. \"What is Literacy?\"<\/span><\/span>\u00a0<\/span><\/span>Negotiating academic literacies: Teaching and learning<\/span><\/i><\/span>\u00a0<\/span><\/i><\/span>across languages and cultures<\/span><\/i><\/span>\u00a0<\/span><\/i><\/span>(1998): 51-59.<\/span><\/span>\u00a0<\/span><\/span>\u00a0<\/span><\/span><\/span><\/p>\r\n\r\n

\r\n

Kuama,<\/span><\/span>\u00a0<\/span><\/span>Settha. \"Is Online Learning Suitable for All English<\/span><\/span>\u00a0<\/span><\/span>Language<\/span><\/span>\u00a0<\/span><\/span>Students?.<\/span><\/span>\u00a0<\/span><\/span>\"<\/span><\/span>\u00a0<\/span><\/span>PASAA:<\/span><\/i><\/span>\u00a0<\/span><\/i><\/span>Journal of Language Teaching and Learning in Thailand<\/span><\/i><\/span>\u00a0<\/span><\/i><\/span>52 (2016): 53-82.<\/span><\/span>\u00a0<\/span><\/span>Nambiar, Deepika. \"The impact of online learning during COVID-19: students\u2019 and teachers\u2019<\/span><\/span>\u00a0<\/span><\/span>perspective.\"<\/span><\/span>\u00a0<\/span><\/span>The International Journal of Indian Psychology<\/span><\/i><\/span>\u00a0<\/span><\/i><\/span>8.2 (2020): 783-793.<\/span><\/span>\u00a0<\/span><\/span><\/span><\/p>\r\n\r\n<\/div>","rendered":"

\n

February 2021<\/h3>\n

Have you ever thought about how a virus<\/span>\u00a0<\/span>could change the habits of the world, especially in education? The crisis of the COVID-19 pandemic hit all over the world and has completely changed education. Some colleges refused to switch from the traditional teaching style to virtual classes. Many argue about this issue and how to deal with these new circumstances; some of them claim that the coronavirus is a good turning point that can open our eyes to a new style of learning. Others, however, prefer traditional, in-person learning. So, I am interested in learning how Covid-19 affects communications and our lifestyle specifically between the years 2020-2021 because our education system is impacted by this crisis<\/span>\u00a0<\/span>and I am<\/span>\u00a0<\/span>also<\/span>\u00a0<\/span>interesting to find the results and the studies that people have done about this topic.<\/span>\u00a0<\/span>I was surprised to see the number of studies<\/span>\u00a0<\/span>discussing COVID-19 that have already been published.\u00a0<\/span>\u00a0<\/span><\/p>\n<\/div>\n

\n

The article \u201cOnline and Remote Learning in Higher Education Institutes: A Necessity in Light of COVID-19 Pandemic\u201d by Wahab Ali discusses how higher education is being affected by COVID-19; specifically, the article describes the shift to online learning, difficulties students face, and the challenging teaching environments.<\/span>\u00a0<\/span>Ali argues<\/span>\u00a0<\/span>that virtual learning is more\u00a0<\/span>effective than traditional learning<\/span>, he<\/span>\u00a0<\/span>discuss<\/span>\u00a0<\/span>the difficulties that faced the students,<\/span>\u00a0<\/span>which caused a lot of challenges in the teaching<\/span>\u00a0<\/span>environments<\/span>\u00a0<\/span>,<\/span>\u00a0<\/span>due to the rapid technological development beyond the crisis that led people to turn to technology in order to study and<\/span>\u00a0<\/span>communicate with each other effectively<\/span>\u00a0<\/span>(16). Also, some colleges give tools to the students<\/span>\u00a0<\/span>in order to<\/span>\u00a0<\/span>help them study effectively and give them the opportunity to study and communicate (16).<\/span>\u00a0<\/span>He relates to Gee\u2019s<\/span>\u00a0<\/span>secondary discourse when he claims that in this<\/span>\u00a0<\/span>period of time, all people, especially students, will easily adapt to online learning due to<\/span>\u00a0<\/span>their<\/span>\u00a0<\/span>big knowledge, skills and<\/span>\u00a0<\/span>familiarity<\/span>\u00a0<\/span>with technology,<\/span>\u00a0<\/span>so he<\/span>\u00a0<\/span>stats that<\/span>\u00a0<\/span>the new technology<\/span>\u00a0<\/span>affects our communications in our daily<\/span>\u00a0<\/span>life style,<\/span>\u00a0<\/span>and how our education under this pandemic<\/span>\u00a0<\/span>allow<\/span>\u00a0<\/span>us to learn a<\/span>\u00a0<\/span>new ways<\/span>\u00a0<\/span>to communicate<\/span>\u00a0<\/span>(Ali<\/span>\u00a0<\/span>17).<\/span>\u00a0<\/span>If, for example, students want to contact their teachers, they will have to learn how to send formal emails; but, the knowledge of sending emails and communicating online is already ingrained in them. However, some<\/span>\u00a0<\/span>universities closed because they could not create a good environment for their students to learn. Ali encourages authorities and teachers to provide more information and to be prepared to improve the education system, strengthen their plans to provide more<\/span>\u00a0<\/span>effective lectures, and give students the opportunity to understand their lectures (17). He refers to Gee\u2019s article, \u201cThe Oral Mode is More Narrowly Useful,\u201d because both mention that the development of technology has major impacts upon society and communication; Gee emphasizes in his article the importance of learning new methods and how to deal with technology. The oral mode refers to spoken language during face-to-face classes. Gee and Ali also have the same opinion about the importance of learning new<\/span>\u00a0<\/span>technology. In addition, Ali motions in his article that some universities, such as New York University, were prepared for rapid change and met all their students\u2019 needs for online classes by giving them tools and technology (19); successful adaptations require prior plans and an awareness of all changing circumstances (19).\u00a0<\/span>\u00a0<\/span><\/p>\n<\/div>\n

\n

\n<\/div>\n

\n

Moreover, an article by Deepika Nambiar,<\/span>\u00a0<\/span>\u201cThe<\/span>\u00a0<\/span>impact of online learning during COVID-19: students\u2019 and teachers\u2019 perspective\u201d discusses the impacts of online learning on the communications between the students and their teachers. She argues that interactions between<\/span>\u00a0<\/span>them depend on their perspective and experiences of online learning (1); she includes a study with a survey method to collect data from universities in Bangalore to determine educators\u2019 and teachers\u2019<\/span>\u00a0<\/span>prescriptives<\/span>\u00a0<\/span>because education has a special place and plays a big role in India (1). She observed that rapidly switching the education system in India to be online has a very big\u00a0<\/span>impact on the students’ interactions and communications due to the lack of required methods and apps for virtual learning (7); students were adapting to take their lecture in-person<\/span>\u00a0<\/span>even though<\/span>\u00a0<\/span>some colleges give tools to the students. Even so, they cannot<\/span>\u00a0<\/span>make every aspect of online<\/span>\u00a0<\/span>education equal; for example, not all students have access to reliable internet, which immediately<\/span>\u00a0<\/span>puts them at a disadvantage. This rapid switch affects their performances, grades, and attendance, lowering their ability to effectively participate during class time (7). Also, online learning reduces students\u2019 understanding of lectures and prevents them from physically interacting in their labs or researching (7). Nambiar states in her article that \u201cthe results of the survey showed that 86.9% of the teachers reported that they preferred classroom teaching method more than online teaching mode\u201d and \u201c11.8% preferred online classes\u201d (4). So, online learning prevents teachers from understanding their students\u2019 understanding of the material which allows them to know the effectiveness of their materials and method they use. Also, it minimizes their ability to individually contact their students to evaluate their levels. Furthermore, teachers had difficulty adapting to an online format while still teaching effectively (Nambiar<\/span>\u00a0<\/span>2). Teachers also confirmed that online learning is an evidence of the evolution that allows them to teach from anywhere, but it has harmful effects on their interactions with students and prevents them from engaging with their students physically (7). It allows students to have more absences due to the lack of internet services or poverty. Lastly, teachers must spend many more hours preparing their lectures because online learning has a more formal form (7). Overall, this study shows how online learning affects students and faculty and discusses all negative aspects that the authorities<\/span>\u00a0<\/span>should be aware of when they are making the rules for the education systems.<\/span>\u00a0<\/span>In order to<\/span>\u00a0<\/span>obtain a comfortable environment for the students to learn and support the teachers, authorities<\/span>\u00a0<\/span>must create strong strategies to improve learning under this pandemic (10).<\/span>\u00a0<\/span><\/p>\n<\/div>\n

\n

\n<\/div>\n

\n

Furthermore,<\/span>\u00a0<\/span>Settha<\/span>\u00a0<\/span>Kuama<\/span>\u00a0<\/span>in \u201cIs Online Learning Suitable for All English Language Students?\u201d begins by explaining how online<\/span>\u00a0<\/span>learning affects students who are studying the English language.<\/span>\u00a0<\/span>Kuama<\/span>\u00a0<\/span>states that, despite all the advantages of online learning due to its flexible environment, English learners have faced many difficulties throughout online learning such as the \u201ccognitive challenge,\u201d which includes understanding apps\u2019 dynamic functions in order to succeed (65). Students also have trouble organizing their time to ensure they never miss their due dates and watch their lectures, which don\u2019t include any attendance grades.<\/span>\u00a0<\/span>In addition, according to Aydin (2011), students may have \u201ccomputer<\/span>\u00a0<\/span>and Internet<\/span>\u00a0<\/span>anxiety,\u201d anxiety caused by a poor internet connection or slow computer, which also prevents them from having a comfortable space to study. Also, students are used to asking instructors questions and studying with their peers, and online learning prevents them from having these opportunities (Kuama<\/span>\u00a0<\/span>65). This article divides students into two groups: the students who succeed and those who struggle<\/span>\u00a0<\/span>Kuama<\/span>\u00a0<\/span>states in this article that successful students have a high level of self-regulation, know how to study effectively, and are aware of their responsibilities. They check their homework daily and use the internet to learn new studying strategies<\/span>\u00a0<\/span>in order to<\/span>\u00a0<\/span>study effectively. On the<\/span>\u00a0<\/span>other hand, the students that<\/span>\u00a0<\/span>do not succeed<\/span>\u00a0<\/span>in their studies do not learn any strategies to help them during their studies (69). But overall, both kinds of students agree that face-to-face learning is an opportunity to interact with each other, especially because the English language depends on conversations between students and their instructors and group work. Additionally, students will get more motivation from their peers (73). Moreover,<\/span>\u00a0<\/span>Kuama<\/span>\u00a0<\/span>discusses through the article that,<\/span>\u00a0<\/span>in order to<\/span>\u00a0<\/span>give all the students a quality online education, they<\/span>\u00a0<\/span>have to<\/span>\u00a0<\/span>have the opportunities to<\/span>\u00a0<\/span>learn about the online programs and apps (74).<\/span>\u00a0<\/span>Also,<\/span>\u00a0<\/span>students who have a low efficiency in<\/span>\u00a0<\/span>English<\/span>\u00a0<\/span>have<\/span>\u00a0<\/span>to<\/span>\u00a0<\/span>improve their English skills in order to<\/span>\u00a0<\/span>communicate<\/span>\u00a0<\/span>and participate with others (74).\u00a0<\/span>\u00a0<\/span><\/p>\n<\/div>\n

\n

\n<\/div>\n

\n

James Gee\u2019s article \u201cWhat is Literacy\u201d attempts to describe literacy by describing<\/span>\u00a0<\/span>discourse, the effective way of using words to communicate with each other and write our own<\/span>\u00a0<\/span>thoughts (23). Gee defines literacy as being able to use a set of words for multiple purposes<\/span>\u00a0<\/span>and in numerous settings (23). Where these settings are defined as discourses, and they are<\/span>\u00a0<\/span>categorized into primary and secondary discourses and even these types of conversation can be<\/span>\u00a0<\/span>broken down. For example, a primary discourse is that way of speaking that you mostly acquire<\/span>\u00a0<\/span>from your family and the people around you at<\/span>\u00a0<\/span>birth. An example of some primary<\/span>\u00a0<\/span>discourses includes being in a certain country, playing with a friend, or speaking with family<\/span>\u00a0<\/span>members around us: these examples are described as languages a person acquires for free (22).<\/span>\u00a0<\/span>Secondary discourses are uses of<\/span>\u00a0<\/span>a language that people actively and primarily; it requires effort,<\/span>\u00a0<\/span>practice, and experiences, and a person does not grow up speaking in the dialect. Examples can<\/span>\u00a0<\/span>include the way we speak when working as a team in our workplace or if we want to engage in a<\/span>\u00a0<\/span>new community with a new group we have to learn their language and their styles in order to<\/span>\u00a0<\/span>deal with<\/span>\u00a0<\/span>them.<\/span>\u00a0<\/span><\/p>\n<\/div>\n

\n

Works Cited<\/span>\u00a0<\/span>\u00a0<\/span><\/p>\n<\/div>\n

Ali, Wahab. “Online and remote learning in higher education institutes: A necessity in light of<\/span>\u00a0<\/span>COVID-19 pandemic.”<\/span>\u00a0<\/span>Higher Education Studies<\/i><\/span>\u00a0<\/i><\/span>10.3 (2020): 16-25.<\/span>\u00a0<\/span>\u00a0<\/span><\/p>\n

Gee, James Paul. “What is Literacy?”<\/span>\u00a0<\/span>Negotiating academic literacies: Teaching and learning<\/i><\/span>\u00a0<\/i><\/span>across languages and cultures<\/i><\/span>\u00a0<\/i><\/span>(1998): 51-59.<\/span>\u00a0<\/span>\u00a0<\/span><\/p>\n

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Kuama,<\/span>\u00a0<\/span>Settha. “Is Online Learning Suitable for All English<\/span>\u00a0<\/span>Language<\/span>\u00a0<\/span>Students?.<\/span>\u00a0<\/span>“<\/span>\u00a0<\/span>PASAA:<\/i><\/span>\u00a0<\/i><\/span>Journal of Language Teaching and Learning in Thailand<\/i><\/span>\u00a0<\/i><\/span>52 (2016): 53-82.<\/span>\u00a0<\/span>Nambiar, Deepika. “The impact of online learning during COVID-19: students\u2019 and teachers\u2019<\/span>\u00a0<\/span>perspective.”<\/span>\u00a0<\/span>The International Journal of Indian Psychology<\/i><\/span>\u00a0<\/i><\/span>8.2 (2020): 783-793.<\/span>\u00a0<\/span><\/p>\n<\/div>\n","protected":false},"author":253,"menu_order":7,"template":"","meta":{"pb_show_title":"on","pb_short_title":"","pb_subtitle":"","pb_authors":["anonenglish102"],"pb_section_license":""},"chapter-type":[],"contributor":[68],"license":[],"class_list":["post-336","chapter","type-chapter","status-publish","hentry","contributor-anonenglish102"],"part":310,"_links":{"self":[{"href":"https:\/\/pressbooks.ulib.csuohio.edu\/understanding-literacy-in-our-lives\/wp-json\/pressbooks\/v2\/chapters\/336","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/pressbooks.ulib.csuohio.edu\/understanding-literacy-in-our-lives\/wp-json\/pressbooks\/v2\/chapters"}],"about":[{"href":"https:\/\/pressbooks.ulib.csuohio.edu\/understanding-literacy-in-our-lives\/wp-json\/wp\/v2\/types\/chapter"}],"author":[{"embeddable":true,"href":"https:\/\/pressbooks.ulib.csuohio.edu\/understanding-literacy-in-our-lives\/wp-json\/wp\/v2\/users\/253"}],"version-history":[{"count":6,"href":"https:\/\/pressbooks.ulib.csuohio.edu\/understanding-literacy-in-our-lives\/wp-json\/pressbooks\/v2\/chapters\/336\/revisions"}],"predecessor-version":[{"id":607,"href":"https:\/\/pressbooks.ulib.csuohio.edu\/understanding-literacy-in-our-lives\/wp-json\/pressbooks\/v2\/chapters\/336\/revisions\/607"}],"part":[{"href":"https:\/\/pressbooks.ulib.csuohio.edu\/understanding-literacy-in-our-lives\/wp-json\/pressbooks\/v2\/parts\/310"}],"metadata":[{"href":"https:\/\/pressbooks.ulib.csuohio.edu\/understanding-literacy-in-our-lives\/wp-json\/pressbooks\/v2\/chapters\/336\/metadata\/"}],"wp:attachment":[{"href":"https:\/\/pressbooks.ulib.csuohio.edu\/understanding-literacy-in-our-lives\/wp-json\/wp\/v2\/media?parent=336"}],"wp:term":[{"taxonomy":"chapter-type","embeddable":true,"href":"https:\/\/pressbooks.ulib.csuohio.edu\/understanding-literacy-in-our-lives\/wp-json\/pressbooks\/v2\/chapter-type?post=336"},{"taxonomy":"contributor","embeddable":true,"href":"https:\/\/pressbooks.ulib.csuohio.edu\/understanding-literacy-in-our-lives\/wp-json\/wp\/v2\/contributor?post=336"},{"taxonomy":"license","embeddable":true,"href":"https:\/\/pressbooks.ulib.csuohio.edu\/understanding-literacy-in-our-lives\/wp-json\/wp\/v2\/license?post=336"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}