ReTER, Santa Maria, v.2, n.2.
ISSN:2675-9950 Dossiê Práticas de Ensino Remoto nas Áreas de Educação, Letras e Interdisciplinar
ENGLISH LANGUAGE TEACHING USING ZOOM: A REPORT OF EXPERIENCES
Susana Cristina dos Reis
Professora associada no Curso de Letras-Inglês, pesquisadora e docente no Programa de Pós-
Graduação Mestrado Profissional de Tecnologias em Rede, na UFSM – susana.reis@ufsm.br
Ricardo Rudolfo Bock
Professor de Inglês, Mestrando no Programa de Pós-Graduação Mestrado Profissional de Tecnologias
em Rede, na UFSM – rrbock@gmail.com
Anderson José Machado Linck
Professor de Inglês, Mestre em Tecnologias Educacionais em Rede, pela UFSM –
anderson.linck2012@gmail.com
Abstract: The social distancing restrictions imposed by the COVID-19 pandemic in 2020 have confirmed the
demand for alternatives to teaching English classes. An already growing field of research in technologies applied
to education was boosted by the urgent need to emulate a synchronic classroom environment. Several video
conferencing software such as Zoom has become a reliable alternative tested in educational institutions.
Therefore, the purpose of this study is to report the experience of using the Zoom videoconference tool and
other digital tools for mediating the teaching of English as an additional language within the context of English
teaching for individual and group classes to attend the demand of private schools in Brazil. To do that, two
different teaching contexts were described as well as the uses of Zoom platform as its main teaching resource
throughout the year were presented. In addition, the teachers evaluate the conference software based on
educational framework studies focusing on linguistic, pedagogical, user experience, and technological criteria to
compare their strengths and weaknesses. The results of these experiences indicate that Zoom has contributed
in a positive way to mediate and enhance the teaching and learning of English for both teachers and students
regarding their experience with the remote learning context.
Keywords: Report of Experience; Zoom Videoconference; EFL.
O ENSINO DE LÍNGUA INGLESA UTILIZANDO O ZOOM: UM RELATO DE EXPERIÊNCIAS
Resumo: No ano de 2020, as restrições de distanciamento social impostas pela pandemia da Covid-19
confirmaram a demanda por alternativas para o ensino de língua Inglesa. Um campo já crescente de pesquisa
em tecnologias aplicadas à educação foi impulsionado pela necessidade urgente de promover um ambiente
síncrono para as aulas. Em vista disso, vários softwares de videoconferência tornaram-se uma alternativa viável
para ser explorada em instituições educacionais. Neste artigo, o nosso objetivo é relatar experiências com
relação ao uso do software de videoconferência Zoom como plataforma para mediar o ensino do Inglês como
língua adicional no contexto do ensino em aulas individuais e em grupo, de maneira a atender à demanda de
escolas privadas no Brasil. Para isso, descrevemos dois estudos de caso, os distintos contextos de ensino e como
os professores envolvidos propuseram o uso da plataforma Zoom em suas práticas de ensino. Para melhor
explorar a ferramenta, foi feita análise inicial do software com base em estudos prévios, avaliando critérios
linguísticos, pedagógicos, experiência do usuário e tecnológicos de modo a identificar aspectos positivos e
negativos da plataforma. Os resultados indicam que o Zoom tem contribuído de forma positiva para mediar e
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aprimorar o ensino e a aprendizagem da língua inglesa, tanto dos professores quanto dos alunos. Com relação à
experiência de ensino remoto, a ferramenta possui características que podem potencializar o trabalho
colaborativo e a interação do aluno pelo seu envolvimento em diferentes atividades.
Palavras-chave: Relato de Experiência, Zoom Vídeo conferência; EFL.
1. Introduction
Applied Linguistics studies published in the field of Computer Assisted Language
Learning usually report a diversity of studies and experiences related to the use of
technologies as a support to the teaching and learning processes (LEFFA et al., 2020; ALMEIDA;
VIEIRA; AMORIM, 2020; PAIVA, 2019; REIS, 2017). However, few studies explain how to handle
videoconference software to meet the interests and the needs of language students that are
unable to attend face-to-face classes, mainly since the unexpected appearance of the COVID-
19 pandemic.
Even though the pandemic has increased the use of videoconference software to
supply the demand of millions of students worldwide, most of the teachers around the world
had never used these tools in their daily teaching practice. Although there is an extensive list
of options of videoconference software available online, there is still the need to adapt and
explore these resources properly for educational purposes.
Taking this setting into account, this paper aims at reporting the experience of using
the Zoom videoconference tool and other digital artifacts for mediating the teaching of English
as an additional language within the context of English teaching for individual and group
classes to attend the demand of private schools in Brazil. Furthermore, we also sought to
answer the questions: how Zoom’s features and other digital tools can mediate the teaching
and learning processes of English as an additional language? How do these digital artifacts
allow teachers to promote language practice within remote teaching? These research
questions are built based on the fact that videoconferencing platforms provide a vast array of
affordances for language learners and teachers, but despite their potential as a teaching
resource, there is still a need for proper guidelines to evaluate them.
To achieve the goal proposed in this paper, first of all, the methodology used is
described, as well as the context and participants involved in the two case studies compared
in this report; second, the technologies used in the experience are analyzed considering their
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positive and negative aspects for teaching English as an additional language online; third, the
chosen videoconference is described, as well as its implementation and significant results
obtained through the cases; finally, we propose the results and discussion based on evaluating
the experience of using Zoom in language learning.
2. Method
To investigate and report on the use of Zoom software’s potential for mediating the
teaching of English as an additional language, we conducted empirical studies based on
observation and capturing experiences to plan the steps to carry on the experiment and to
analyze it (MOTTA-ROTH, HENDGES, 2010). In this paper, two case studies are described based
on practical classroom experiments and the data collection carried out in two different
Brazilian private schools. The online classes registered in both cases studies were recorded on
Zoom, and pictures from these moments were taken. To analyze the data produced in both
experiences, we consider Reis and Gomes (2014), as well as Rosell-Aguilar (2017) studies,
specially the pedagogical and language learning aspects as the main categories to evaluate the
experiences. To evaluate the tools used in this report we describe it in section 4 in this paper.
3. Context of application and involved participants in the study
The experiences of both language and teachers involved in this research on using
digital technologies started at different times. To report the two cases using the Zoom
software, we summarize each one in the following section, giving more details about the
context of the application and the participants. In addition, to understand these different
experiences, we briefly describe their previous experiences with using videoconferencing
tools.
3.1 Case 1 - Private English Classes
The language teacher involved in case 1 initiated non-systematic experimentation with
prevailing videoconferencing technologies as an alternative to face-to-face classes in 2016. In
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that period, Skype was the first choice of software as it was a well-established brand at that
moment. By using this software, the teacher realized that screen sharing was an enormous
asset to the virtual class. The possibility to share a PowerPoint presentation or PDF file along
with the call was enough to simulate a whiteboard, for instance. However, in their teaching
practice with students, Skype was unreliable in average internet speeds, because it required
faster download and upload rates on both ends. Additionally, it demanded complicated
adjustments on the operating system if it needed to share the sound of a video or audio file
as well as the microphone sound.
Even though the advantages of this tool seemed to offer teaching practice, according
to this teacher's experience, it was particularly complicated to use this software for listening
practice. The lack of interaction from students when it comes to writing and or taking actions
through the use of this platform became evident because the attendee could not type or take
notes on the shared screen. These issues led this teacher to keep trying and testing other
videoconference software such as Google Hangouts and Zoom.
Then, finally, Zoom started to grow in popularity as a more reliable alternative to
Skype. As part of the experimentation, this tool was tested in hour-long meetings performing
surprisingly well at the beginning of 2017. It was not only faster and more reliable in regular
speed connections than the others were, but it also presented easier tools to enhance the
experience for both teachers and students. For instance, Zoom had an in-built whiteboard tool
that allowed participants to type and draw on the same document as the host, and audio was
easy to share alongside participants’ microphones. These interactive tools as well as the
lowest audio latency during the calls allowed a transition from in-person to online lessons.
This previous experience with Zoom motivated the language teacher involved in case
1 to conduct his private English classes in online practice. This report considers the experience
from January 2017 to January 2021. The language lessons varied from one, two, or more
sessions a week, depending on the student’s availability. Initially, the Zoom´s meetings lasted
one hour, but the duration was reduced to forty-five minutes in March 2020. On average,
there was a constantly changing population of about twenty learners who periodically
attended those sessions based on their demands.
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The participants were English as a Foreign Language (EFL) learners who took individual
private English language classes solely over videoconference with the same language tutor.
They were mostly young adults aged between 18 to 35 years old who sought personalized
classes at flexible times for professional or academic reasons.
The lesson content was usually focused on grammar, standardized test preparation, or
conversation skills and maintenance. In addition to audio and video communication, these
sessions needed screen sharing for whiteboard notes, slide shows, the use of PDF files, and
collaborative screen annotations. For this reason, Zoom was used as a means of synchronous
communication during the meetings between the tutor and the students for it was the only
free software capable of that at the time.
3.2 Case 2 - English Classes in English as Additional Language Private School
Concerning the use of videoconference software, the language teacher in case 2, first
of all, used Skype to hold group meetings in extension classes offered by a lab project at the
University or to support one-to-one meetings in an attempt to emulate the same environment
of a traditional classroom.
Recently, new web conference software came into existence and it also became the
focus of study of this language teacher. Just to mention some, there is Zoom, Jitsi Meet,
Microsoft Teams, and Big Blue Button, for instance. The features of these pieces of software
have been described in previous studies (MARTIN, 2020; REIS, GODOY, 2019; GERVASIO,
2019), showing that these tools have not only significantly improved the connection stability
issues, but it also added a few new features that could be explored and integrated into classes
to promote interactivity, such as screen sharing, pools, emoji, and some other extensions that
extend their functionalities.
Different from case 1, this second case study was carried on in a private EFL school.
The second language teacher used to work with groups of six to eight students in this school,
which consisted mostly of children from eight to eleven years old within different English
proficiency levels. It is also important to emphasize that, before this experience, the students
had never been exposed to online classes, thus learning from an online environment was not
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something of their liking or even comfortable for them at first, even though they had the
infrastructure and family support necessary to conduct the classes without any problems.
Classes in the school were taught for one hour and ten minutes each, twice a week,
and it took place between March and December 2020. During the classes, English was taught
using the school’s teaching books as the teachers projected and shared the book’s online
version (PDF or Flash version) with students through Zoom’s functionality. By using the
material, and considering the lesson plan, it was possible to work the four skills as teachers
explored texts, audio, video, and games from the additional resources of the book.
4. Selected Technologies to Teach Online: choosing criteria to evaluate the
video conference software to use in online classes
To analyze the videoconference technologies, both teachers selected some well-
known software programs to analyze their strengths and weaknesses. As aforementioned,
based on our previous experience working with Skype and Google Hangouts, we initially
considered non-systemic criteria (for instance, video and audio quality, security, teaching
tools, pricing/versions) to identify the software options. At that moment, we did random
research to choose the software.
On the other hand, we were concerned about the need to establish systematic criteria
to analyze technologies since it is a common research activity in development in the research
group GrPesq/CNPq NuPEAD, in which we take part. Because of it, we selected studies of Reis
and Gomes (2014), and Rosell-Aguilar (2017) to do a comparative analysis of videoconference
software that is currently available to teach online.
Reis and Gomes (2014) propose important criteria and questions to consider when
choosing an online teaching resource for educational purposes. According to the authors,
these criteria may assist teachers in training and continuing education to efficiently
systematize the analysis of the digital tools, regarding Linguistic, Pedagogical, and
Technological aspects. In this same perspective, Rosell-Aguilar (2017) proposes a new
framework that further explores what the previous authors initially proposed by redesigning
and adding a new category, resulting in four categories: technology, user experience,
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pedagogy, and language learning. In our analysis, we consider both studies to analyze the
videoconferences tools and used the aforementioned categories to analyse the
videconference tools.
In the following section, we present the comparative analysis of the two case studies
as well as describe some features of the videoconference software used in the experiences
concerning their linguistic, pedagogical, user experience, and technological aspects.
5. Teaching Online using Zoom software in two different contexts
The videoconferencing tool used in both experiences was Zoom. Based on Reis and
Gomes (2014), as well as on Rosell-Aguilar (2017), we analyzed the technological and usability
aspects from this tool and it showed that Zoom Meetings is a reliable and simple video
conference tool to set up and to be used in desktop computers or mobile devices. Even at
average link speeds, it enables smoother meetings with decent audio, video, and screen
sharing efficiency, which contributes to its stability.
It is important to mention that the Zoom platform also provides helpful support
tutorials of how to use its functionalities to its users, such as screen annotations, whiteboard
collaboration, audio sharing, breakout rooms, and low-latency video calls are some of its most
robust resources for online education that can be accessed through its free version. However,
it is necessary to highlight that the platform is free for videoconferences of up to one hundred
participants at the same time, with a 40-minute time limit if there are more than two
participants. For longer or larger conferences with webinar-like features, paid subscriptions
are available. The meetings on Zoom include audio and video files that can be saved locally or
to the cloud, with searchable text to work with.
Regarding Zoom´s usability, the analysis of this software showed that it has a clean and
organized interface for both teachers and students use, once it did not require much
knowledge or further explanation of how to use it efficiently. Concerning pedagogical aspects,
collaboration is also built-in on Zoom, with participants being able to share their screens and
input notes as required. It is important to mention that Zoom allows teachers and students to
be proactive, taking control of their agency to benefit and enhance the processes of teaching
and learning, and produce knowledge as they use the platform.
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The experience reported in Case 1 used the free version with unlimited meeting time
for it was exclusively one-to-one. The content of those private tutoring sessions was catered
according to the learner’s needs or requests. Among the many possibilities for language
learning and training, there were two main demands. The first one was a more traditional
tutoring approach with a focus on grammar explanation and vocabulary acquisition. In this
model, Zoom’s screen sharing and collaborative annotation tools turned out to be extremely
useful. This feature enables the instructor to elaborate on the topic as well as it allows the
student to annotate their input on the same screen. However, some users found it
complicated to operate this tool when doing it for the first time. The process of navigation
through the menu to select the annotation tool seemed confusing and time-consuming for
some.
Another important software used in Case 1 classes was Open Board, which is free,
interactive, and open-source. Combined with Zoom, it empowers the teacher to use a quick
and useful multi-screen whiteboard for annotations, drawings, pasting images, and many in-
built interactive educational tools. All the annotations taken during the lesson can be easily
exported and shared with the students as a PDF file at the end of the session.
The screen-sharing tools were utilized on a computer with two monitors. On the main
monitor, the teacher navigates on their primary desktop to look for files, folders, software,
and online resources while the secondary monitor is used as a show-only screen, to share the
files with the guest. By doing so, the student cannot see everything the teacher is working on
their computer to avoid possible distractions.
Figure 1 shows two screens seen from the student’s perspective during a meeting. The
one on the left shows a grammar class about Subject-Verb agreement in English in which both
teacher and learner could annotate and highlight content on the whiteboard simultaneously.
The image on the right was taken during a test preparation lesson in which the student was
listening to audio files played on the teacher’s computer as well as responding to questions
asked by the instructor.
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Figure 1 - Zoom screen sharing on a grammar lesson (left) and test preparation (right)
Source: authors
In private classes, the second most requested type of lesson was speaking practice
with feedback on the learner’s pronunciation and intonation performance. Students also often
requested mock academic interviews or job interviews in which they were allowed to record
the session on their computers to further analyze it later.
By evaluating the experience of teaching English in one-to-one sessions with Zoom as
a teaching platform, it was possible to notice that it has allowed the teacher to adapt the class
content to the student’s needs and interests. The teaching objective of explaining different
language structures and providing an environment to promote the language speaking skill has
been reached due to the use of Zoom’s functionalities such as annotation and screen sharing,
as well as extensions like Open Board. Besides, Zoom provides a vast array of options for the
teacher to use and to organize his teaching practice as he assists the student in real-time
without any delay in his actions, which further increase the student’s immersion in the class,
as well as it allows the teacher to provide his student with feedback based on what he needs
and when he needs it.
To better illustrate how Zoom was used in Case 2, it is important to highlight that the
English teaching involved a group of children who were not used to remote learning or even
had online classes at home. To get started with the online classes, as language teachers we
needed to study Zoom’s tools and functionalities to connect them with the teaching book
material and other activities later implemented to complement the classes taught. As a result,
we were surprised to find that we could easily adapt the teaching material by exploring
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multimodal resources like audio files, YouTube videos, and shareable documents through
Zoom’s tools and extensions.
Since it was the first experience for online learning to the students, we found it was
necessary to introduce the platform to parents who would later assist their kids and teens in
how to connect themselves to our online classes. Therefore, a tutorial on how to install and
use Zoom properly was provided and sent to the parents to help them on how to use Zoom’s
functionalities. Evaluating this action, we consider it was a strategy proposed to guarantee
that the parents would be aware of the tool being used in class as well as to promote students'
digital fluency and literacy necessary to participate in the online classes. This strategy was
significantly positive and easy, as Zoom does not require students a full installation process to
access its basic functions when using web browsers.
Zoom features enable us to plan our classes according to our teaching objectives,
students' proficiency in the language, and communicative events desired to work with to
develop the student’s language skills. After understanding the platform’s tools, we planned
and designed our classes to enhance the students' experience by using tools such as
PowerPoint presentations, videos, pictures, pdf and documents, music, games, quizzes,
collaborative writing through Google Drive, and Annotate, along with the snap camera.
Furthermore, we considered investigating how to provide scaffolding and feedback to
students based on the tools and teaching resources we had at hand.
In our group classes, we explored the chat, gestures, and breakout rooms to provide
each student the assistance they needed. Although Zoom granted the possibility to explore
the four language skills taught by the teacher, it was identified that the speaking and writing
skills were better developed through the platform due to its functionalities and synchronous
support provided when interacting with students. To illustrate how Zoom was explored, Figure
2 shows an activity in which the students should match questions and answers, write their
responses regarding personal information and their likes and dislikes, besides reproducing
orally the answers provided when directed a question to them.
To promote collaborative work (NUNAN, 1992; PAIVA, 2019; REIS, 2017), it was
decided to set different groups to practice the language as well as to keep an eye on the
students, observing their interaction and collaboration in different rooms by using Zoom
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breakout rooms functionality. This feature facilitated managing the students properly,
allowing us to provide scaffolding and feedback as they practice the language through
communicative situations in small groups. In this perspective, it was possible to explore
Zoom’s potentiality further by establishing an even more interactive class by asking students
to take control of their actions by speaking, sharing, and writing on the screen enabling them
to have agency and autonomy as they experience different learnings, as we can observe in
Figure 2.
Figure 2 - Students using annotate tools to interact and take part in their learning.
Source: Authors
Other useful resources used for engaging students in online learning contexts were
screen sharing, background filters, and extensions like Snap Camera. These resources were
explored together to further enhance the class thematic topic of discussion. Figure 3 shows
an online class in which we are talking about pets, allowing students to develop confidence
and build their arguments as they visualize and identify themselves with different multimodal
tools used to describe and talk about their pets’ lifestyle and routine, as presented by one of
the student’s screen sharing in Figure 3.
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Figure 3 – The use of background filters and Extensions (Snap Camera)
Source: Author
Still regarding Case 2, evaluating the experience we realized that one of the difficulties
of teaching online was to provide collaborative workgroups. However, due to Zoom’s
functionalities, it was possible to practice collaborative activities as we set different groups in
breakout rooms. On the other hand, some assistance was necessary at the beginning, but with
time and practice, collaborative work became a habit among students, since we promoted a
casual and themed-based online learning context, by using background filters and different
extensions like Snap Camera, YouTube, among other sources.
6. Conclusion
This report of experiences paper aimed at describing Zoom’s features and the tools
used for mediating the teaching of English as an additional language within the context of
English teaching to attend to the demand of private schools in Brazil. In addition, we also
sought to answer the two research questions about 1) how Zoom’s features and tools can
mediate the teaching and learning processes and; 2) how it allows the teacher to promote
language practice during the COVID-19 Pandemic that continues to affect teachers around the
world.
In order to answer these questions, we reported two cases experienced in different
language learning contexts, in which we found that in both studies, Zoom has contributed
positively to mediate and enhance the teaching and learning of English considering different
audiences, interests, and needs. Moreover, it was also identified that the speaking and writing
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skills best performed when teaching through and using the platform's most functionalities and
tools.
When considering Zoom as a teaching resource, it is important to understand that
there is still room for improvement of its functionalities and the possibility to add new
extensions and third-party software. Some difficulties with stability regarding students’
connection became apparent, once some functionalities demanded a better internet
connection. Besides, it is essential to understand how the technology works; it means to have
digital fluency enough to properly explore the platform's potential. Despite minor
technological difficulties found during both teachers' practical experiences, they managed to
adapt and use the platform with proper digital fluency, exploring it for the benefit of students
who were not prepared to have online classes or either willing to do so.
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