Exploring Challenges and Opportunities for EFL (English as a Foreign Language) Students in Thailand: A Comparative Analysis of Online Teaching Pre- and Post-COVID-19

Abstract

This study explores the challenges and opportunities in online teaching before and after the COVID-19 pandemic, focusing on English as a Foreign Language (EFL) education. Pre-COVID, educators faced significant hurdles in communication, internet connectivity, student engagement, and adaptation to online tools, with 75% struggling with one-way communication and 80% facing adaptation challenges. Despite these issues, interactive teaching methods and multimedia integration showed promise, with a significant positive correlation between interactive methods and students' speaking proficiency (r=0.85, p<0.001). Post-COVID, the integration of technology became paramount, with 70% of educators recognizing its increased importance and 65% feeling better prepared for future disruptions. Hybrid learning models and enhanced technological skills were notable advancements, although challenges such as reduced attention spans and phone addiction persisted. Chi-Square tests revealed a significant change in the distribution of challenges pre- and post-COVID (p<0.001), while perceived opportunities remained stable (p=0.247). Correlation analyses indicated that pre-COVID perceptions of future prospects and challenges had minimal influence on post-COVID realities. The study emphasizes the dynamic nature of online teaching, emphasizing the importance of constantly adjusting, improving skills, and receiving assistance in order to successfully utilize technology improvements and improve student involvement in the educational environment after the pandemic.