Author(s)

Aiwei Chang

Corresponding Author

Aiwei Chang

Abstract

Because of the global growth of COVID-19, many courses are now being taken online. Many spoken English courses' teaching models are also under threat. China is not a native English-speaking nation, and while spoken English programs are naturally participatory, several aspects of internet learning hinder their effectiveness. As students adjust to the online learning process, their learning habits change, their work and relaxation schedules become irregular, and their learning becomes inefficient, all of which can lead to psychological alterations as a result of the shift in teaching method. Some upper-level pupils exhibit symptoms such as anorexia, holiday syndrome, and even pessimism and misanthropy. In this regard, the author employed an online spoken English teaching mode and evaluated the psychological sentiments of different grade students in a public high school regarding their classroom learning this semester using a questionnaire after the class. The survey results revealed that: (a) long periods of staring at a screen can result in emotions such as depression and irritation; (b) the online speaking teaching mode makes students' learning less active and less motivated; (c) students' classroom interaction decreases, which can result in emotions such as worry and anxiety; (d)Students' knowledge perspective is skewed, which can lead to sadness and self-doubt; (v) has an impact on the parent-child connection. As a result, in order for the online classroom to function smoothly and effectively, the development of online education must first attempt to overcome difficulties connected to students' learning psychology.

Keywords

Covid-19, Online english, Psychological activities