Impact of COVID-19 on Self-Directed Learning: Perspectives of Rural English First Additional Language Teachers

Since the advent of COVID-19 pandemic, there have been changes in ways teaching and learning occur most classrooms, including English first additional language classrooms. Teachers spent less contact class time with their FAL learners to comply safety protocols, such as social distancing. More than ever, rural schools faced responsibility independently for extended periods. The focus this article is on how learners’ efforts learn were disrupted teachers assisted these overcoming challenges amid pandemic. explores impact pandemic self-directed learning. findings confirm existence COVID-19-induced that impeded These included a lack motivation negative attitude towards learning, closure facilities material, overdependence teacher, poor physical environments limited parental support. study also reports strategies used enhance during strengthening home-school partnerships, providing emotional support, simplifying activities. concludes negatively impacted South Africa.