Published date: Jun 02 2021

Journal Title: KnE Social Sciences

Issue title: International Conference on Art, Design, Education and Cultural Studies (ICADECS)

Pages: 41-46

DOI: 10.18502/kss.v5i6.9176

Asmaa AlSaqqafFaculty of Psychology and Education Universiti Malaysia Sabah (UMS), Sabah, Malaysia

Hu KeFaculty of Psychology and Education Universiti Malaysia Sabah (UMS), Sabah, Malaysia

The quick spread of the COVID-19 pandemic across the globe has seriously affected all aspects of individuals’ lives including the educational sector. In response to this pandemic in Malaysia, the government implemented a Movement Control Order (MCO) on 18 March 2020, where the whole country was put on lockdown. Yet, the teaching and learning activities had to continue during this period, a process that was carried out through a full reliance on e-learning. This paper attempted to investigate the level of e-learning technological readiness among English language teachers to utilize e-learning in teaching during the MCO in Malaysia. A total of 68 English language teachers responded to an online cross-sectional survey that measured technological skills readiness based on Chapnick’s (2000) e-learning readiness model. Results showed that during the MCO in Malaysia, English language teachers were technologically ready to use e-learning in teaching. However, these findings contradict the latest reports that highlight a number of challenges faced by Malaysian teachers in conducting online classes. This inconsistency could be attributed to the limitations identified in the existing e-learning surveys and questionnaires that deal with extremely limited aspects of technological readiness. Hence, this research stresses the urgent need to develop up-to-date scales that can comprehensively address the various aspects of the advanced technological skills that should be mastered by teachers and educators, especially in this era of the Fourth Industrial Revolution (IR4.0).

[1] Education International. (2021). Malaysia: Education union pivots to address new situations caused by COVID-19 crisis. https://www.ei-ie.org/en/detail/16801/malaysia-education-union-pivots-to addressnew-situations-caused-by-covid-19-crisis


[2] Dyer, G. S., & Harris, M. B. (2020). What’s important: Facing fear in the time of COVID-19. The Journal of Bone and Joint Surgery, 102(11), 929–930.


[3] Mukhopadhyay, B. R., & Mukhopadhyay, B. K. (2020). COVID-19 and ‘Zoom’ for remote teaching: Enhancing student engagement. The Sentinel, Post-Editorial.


[4] Bowen, M. (2020). COVID-19 has changed how we teach students. Veterinary Record, 186(14), 461.


[5] Sintema, E. J. (2020). Effect of COVID-19 on the performance of grade 12 students: Implications for STEM education. Eurasia Journal of Mathematics, Science and Technology Education, 16(7), 1851.


[6] Chapnick, S. (2000). Are you ready for e-learning. Learning Circuits: ASTD’s Online Magazine All About ELearning.


[7] Mutiaradevi, R. (2009). Measuring e-learning readiness in the Forestry Research and Development Agency of Indonesia.


[8] Ayd