Strategies for teaching kindergarten children English language skills through distance learning during COVID-19 pandemic: A future vision for education in the United Arab Emirates

Abstract

This study explores the use of distance learning (DL) strategies to support kindergarten (KG) children in acquiring English language skills in the United Arab Emirates (UAE) during the COVID-19 pandemic. Using a mixed-methods research design, quantitative data were collected through a questionnaire distributed to 517 parents (464 females, 53 males), while qualitative insights were gathered from a focus group discussion with 60 parents. The findings reveal that English teachers effectively implemented digital learning strategies by integrating synchronous activities through educational platforms and assigning asynchronous tasks using various digital applications to enhance reading and writing skills. Additionally, teachers encouraged listening to songs and stories and reading simple books to develop listening and speaking abilities. Parents played a critical role in supporting their children’s learning, contributing to the overall success of DL. However, the study also highlights challenges, including limited parental expertise and varying levels of digital literacy. These findings provide valuable insights into the strengths and limitations of DL in early childhood education and offer practical recommendations to enhance the effectiveness of remote English language instruction for KG children. Emphasizing the importance of collaboration between teachers and parents, the study suggests strategies to address the challenges and optimize learning outcomes in future DL environments.