Target Language Use in Online Classroom at School Level: A Language and Non-Language Teacher Perspec

Because of the pandemic's reliance on online platforms for teaching and learning, it's important to understand how the teacher and learner engage on these platforms. Learning theories must be reassessed in light of the changing learning environment. Constructivist learning theory has recently acquired popularity, and it is now regarded appropriate for online learning. The necessity to understand context-specific language usage has arisen. Face-to-face classroom engagement, without a doubt, provides for body language clues, and the message can be transmitted both vocally and non-verbally. In online classrooms, how do teachers engage with their students? What role does language competency play in online education? What is the relationship between these two elements? The current study attempts to answer these issues while taking into account the limitations of the online learning environment, such as learners' lack of motivation and fear about online learning among young learners. Teachers' opinions and practises regarding the usage of the target language are gathered via a self-prepared online questionnaire. The poll included 35 teachers (both English and non-English speakers) from various schools. Teachers are flexible to online education, but they need help with feedback polls, nonverbal communication, and language learning apps, according to the findings. This also highlights the language requirements of teachers. On the learning results of online instruction, more study may be done. The findings will have consequences for online classroom language use, online instruction, online activities, a good learning environment, language proficiency, and teacher training for future learning environments.

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