English language, as an international language has been used in North Macedonia as a foreign language in schools for a considerable amount of time now. English teachers have tried to convey new ways of teaching this language, furthermore adapting to the main four skills in a meticulous manner.
However recently, all of the teachers, were confronted with a worldwide pandemic situation which shaped a different scenario of teaching. A different mechanism that all of the teachers are getting used to, which is online education. The purpose of this study is to analyze how effective was teaching English online for the pupils oral proficiency, whilst communication in English language was limited. Videoconferencing and converting lessons into videos and send them as documented evidence, were two of the main tools mostly used from teachers in schools in Gostivar. The methodology used for this research was qualitative, and it uses two instruments, an observation, and an interview.
The overall study results show that, even though pupils showed improvement in EFL (English as a foreign language) oral proficiency, since the materials used to lecture online where persuasive; some students also had difficulties learning autonomously, without depending on the teachers help. Furthermore, according to the interview responses, the appropriate and detailed lesson planning, helps in combining activities which would emphasize speaking more in online teaching classes.
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