Siman Meru Pathirana, Madushka Shamindi (2025) Fostering Engagement in VCE English as an Additional Language Students during the Pandemic —Challenges and Opportunities in Online Learning in Victoria, Australia. PhD thesis, Victoria University.

Abstract

The COVID-19 outbreak created an imperative in the education sector to gauge the emotional and wellbeing-related implications that influence the academic performance of learners engaging in online learning during emergency lockdowns. The challenges faced by students learning English as an additional language (EAL) in this context further complicate this concern. However, there is a dearth of research conducted on this recent phenomenon. Through a qualitative research design, this research sought to interpret the experiences of teachers and Victorian Certificate of Education (VCE) EAL students in Victoria to determine the factors that affected the latter’s academic performance during the pandemic. Utilising a modified grounded theory approach for data collection and a Freirean lens for data analysis, the research considered existing literature and built upon the collected data to theorise the phenomenon, suggest improvements to online teaching practice and recommend learning opportunities for teachers to adjust their practice to cater to future online learning needs of students learning EAL. Through semi-structured interviews, the study investigated the perceptions of six teachers from four schools across Metropolitan Melbourne and six EAL students on their experiences with remote learning and general views about teaching and learning EAL online. Findings arising from these perceptions revealed that while few VCE EAL students benefited from the flexibility of online learning, many struggled with academic and wellbeing concerns that created gaps in their learning. The findings were also crucial in critiquing the current VCE EAL curriculum and how the pandemic paved the way for a new dialogue on how students learn English and whether existing curriculum factors empower them to be independent learners. The research suggests extended professional development for teachers to engage EAL learners in online learning, culturally responsive pedagogy in EAL classrooms and more dialogue between teachers and students to increase engagement and improve academic performance in EAL classrooms.

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