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ELT FORUM 12(2) (2023) 

 

Journal of English Language Teaching 

 
http://journal.unnes.ac.id/sju/index.php/elt 

 
 

Online teaching strategies for conversational English by university lecturers 

 
Farisani Thomas Nephawe1 

 
1University of Venda, South Africa

 

Article Info 
________________ 
Article History: 
Received on 31 
January 2023 
Approved on 31 July 
2023 
Published on 31 July 
2023 

________________ 
Keywords: 

conversational 
analysis, 
conversational 

English, online 
teaching, strategies 
____________________ 

 
 

 

 

 

Abstract 
 

Numerous strategies for teaching conversational English online are utilised although 

some have less value for money due to constraints including poor connectivity, 

constant ‘load shedding’, and lack of computing device systems. The paper 
investigated a suitable strategy for teaching conversational English online to English 

Communication Skills students registered for Module 1141 in the 2022 academic year 
at the University of Venda, South Africa. A qualitative research approach was 

adopted as in-depth knowledge and a wide range of speech exchange systems could 
be obtained. Three lecturers were purposively selected from a pool of seven lecturers 

to participate in the paper because they were easily approachable and had been 

teaching the module for over five years. Data were collected using observations and 
semi-structured face-to-face interviews. Atlas ti version 22 software was used to 

analyse the data as it locates codes and interprets the findings in primary data material, 
weighs and evaluates their importance, and visualises the often-complex relationships 

between them. The pilot study results indicated that the lecturers were not comfortable 
with using the videoconferencing strategy for teaching conversational English online. 

But after showing them steps for using the identified strategy, the lecturers revealed 

extreme indebtedness towards the process. Using the identified strategy for teaching 
conversational English online is highly recommended.

 

  
Correspondence Address: p-ISSN 2252-6706 | e-ISSN 2721-4532 

Office Building B/09 
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Thohoyandou 0950  

E-mail: farisani.nephawe@univen.ac.za  

 

 

 

 

 

 

 

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Farisani Thomas Nephawe | ELT Forum 12(2) (2023) 

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INTRODUCTION 

The quality of distance education and an increased trend of e-learning have consistently improved 

technological advancement and shifted the entire learning system to online learning, e-learning or 

flexible learning. In this hegemony, Al-Nofaie (2020) asserts that many educational institutes shifted 

learning to online teaching. The adoption of e-learning has become the new regulation, and 

technology is a primary need. Khreisat (2022) claims that online teaching has become a beacon of 

hope for the continuity of education. Hence, Halim and Sunarti (2021) claim that not only has the 

paradigm of the learning process changed but also the instructions and delivery mode have been 

developed to ensure the teaching of English Communication Skills [ECS] in a full online classroom 

environment. 

 Online teaching is a student-centric methodology that stimulates students’ interest and 

participation levels in virtual classrooms using virtual platforms. Additionally, online teaching is 

viewed as a “system without face-to-face directly between lecturers and students but done online using 

the internet” (Widyastuti, 2021, p.382). The main reason for engaging students in the online teaching 

method is to improve the quality and relevance of teaching and learning because it creates "intense 

participation and increased opportunities for learning and flexibility for both the student and lecturer” 

(Brunsell, 2021:4). Even shy students consider online classes as a haven and feel that it is easier to 

engage in discussions as they are hesitant to talk during lessons (Alshehri, Mordhah, Alsibiani, 

Alsobhi & Alnazzawi, 2020). Ceglie and Black (2023) estimate that online teaching and learning are 

indispensable during global pandemics and other natural hazards such as floods and wars because 

education can even take place spontaneously from home. In this regard, Brunsell, (2021:4) claims that 

teaching conversational English online creates "intense participation and increased opportunities for 

learning and flexibility for both the student and lecturer”.  However, some lecturers face challenges in 

using online teaching strategies (Rif, Tan, & Khairuddin, 2023) as they are not adequately trained. 

Online teaching and learning individualise and provide independent learning, studying anytime and 

anywhere and create attendance possibilities for those who are unable to attend physical classes 

(Kassymova, Tulepova & Bekturova, 2023). In this situation, strategies for teaching conversational 

English online, therefore, are also beneficial (Pustika, 2020) to lecturers and students alike. 

 As distance education occurs over the use of the internet (Suputra, 2021), using computing 

technological devices makes virtual learning worthwhile for both lecturers and students. For example, 

the use of digital resources including videos, high-end graphics, and images, has made the illustration 

and explanation of concepts in video conferencing and webinars, quite a sophisticated one. 

Technologies comprising both synchronous such as chatrooms and listservs; and asynchronous 

including e-mails and discussion boards as modes of communication in providing education are 

indispensable. Therefore, the internet is a wonderful resource for learning conversational English 

online as there are millions of websites for enhancing teaching and learning (Styfanyshyn & Kalimon, 

2021). In this essence, “online learning mode facilitates lecturers to access the authentic learning 

environment required to create more motivating, pleasant, appealing; and engaging classes for 

students” (Ishak, Mulyanah & Purwasih, 2022). 

 The majority of English lecturers’ experience challenges in online teaching while “students 

often struggle with finding ways to use English outside the classroom” (Styfanyshyn & Kalimon, 

2021:124). The lack of resources, the knowledge of applying strategies for teaching conversational 

English online, and low student motivation are the most serious concern for lecturers to conduct 

online learning (Nugroho, Ilmiani & Rekha, 2021). Nevertheless, ‘understanding students’ difficulties 

can motivate and help lecturers to improve effective learning strategies that enhance listening, 

speaking, writing, and reading skills. Nevertheless, if lecturers’ professional knowledge is empowered, 

they can understand contemporary educational practices such as online teaching and policies that are 

required for education (Rajeswari & Madhavi, 2023). To ensure the smooth flow of online teaching, 

English lecturers require continuous lecturer professional advancement in using online pedagogies. 

Rusandi, Jannah and Mahmudah (2021) postulate that numerous online platforms including Instant 

messaging, WhatsApp messaging, Google Class, Microsoft Teams, webcams, zoom, Skype, and 

videoconferencing are indispensable.  

 Several considerable studies have been conducted to examine strategies for teaching 

conversational English online. For example, in Indonesia, Nagauleng and Waris (2022) studied 

students' perceptions concerning learning online and found that students were excited about learning 

online. In Saudi Arabia, Ozfidan, Fayez and Ismail (2021) explored an array of students’ perceptions 

concerning online teaching and learning and discovered that the students were highly motivated to 

learn online. In Egypt, Badr (2020) conducted a study regarding the effect of teaching English Foreign 



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Language [EFL] students online. The investigation revealed that students appreciated learning online 

because they learn individually and spontaneously. Similarly, in Asia, Khreisat (2022) examined 

students' perceptions of learning English online. The results of the study indicated students' 

appreciation of learning online. Although numerous studies mentioned supra have been attached to 

the attainment of an appropriate strategy in this regard, little attention was paid by the various 

researchers to the full realisation of the strategies for teaching conversational English online. In this 

regard, the researcher attempted to present the current topic because lecturers have a limited 

understanding of suitable strategies for teaching conversational English online.  

 The objectives of the current paper were to identify a suitable strategy for teaching 

conversational English online to ECS Module 1141 students at the University of Venda, South Africa; 

describe such a strategy, and establish its effectiveness in teaching and learning. The paper attempted 

to answer the following research questions: 1) What is the suitable strategy for teaching conversational 

English online? and 2) How can the identified strategy for teaching conversational English online be 

described?  

 The paper was underpinned by Hakuta, Zwiers and Rutherford’s (2016) ‘conversational 

analysis’ technique for conducting online teaching courses. At present, lecturers actively use this 

approach in the teaching of English both in the classroom environment and distance learning 

Almekhlafy (2020) as well as broadly accepting it as an informed research methodology. This 

approach enables lecturers and students to engage in more practicable online learning and minutia of 

classroom practices. It is an appropriate technique “for the formative assessment of students’ progress, 

immediately identifying possible gaps in their knowledge” (Kokhan, Matsevko-Bekerska & Lysanets, 

2020). In this regard, researchers obtain a guaranteed niche for researching the feasibility of strategies 

for teaching conversational English online. 

 The various forms of teaching and learning strategies include blended learning, collaborative 

learning, flipped classroom strategy, breakout classes, and scaffolding (Hakim, 2020) which can be 

applied to enhance online teaching. Ria (2021) sees strategies as means, tactics, or methods of 

accomplishing something. Khreisat (2022) claims that strategies for teaching conversational English 

online assist students in achieving learning objectives. Lederman (2020) claims that both students and 

lecturers embrace the digital experience of academics. This has been the situation regardless of 

constraints in the implementation of online teaching and learning such as internet connectivity and 

lack of internet facilities. In this situation, students expressed a positive opinion about the effectiveness 

of online education (Yildiz, Cengel, & Alkan, 2020). Most of the students develop paraphrasing ideas, 

evaluating, and comparing tactics as well as supporting them with evidence, innovativeness, and 

creativity. However, online teaching cannot go without challenges. For example, numerous students 

experienced extreme stress and anxiety because of the abrupt transition from traditional face-to-face 

classes to online classes (Alasmari, 2021). In this regard, students may experience difficulties in 

speaking the language naturally and conversationally since some students cannot have full attention 

on their own.  

 Although an increasing number of studies conducted by researchers, syllabus designers, and 

special educationists have consistently tried to evaluate the teaching strategies, quantitatively or 

qualitatively, none of them have positively analysed the results that deal with a literature review 

(Khreisat, 2022).  As there are various platforms and strategies for teaching conversational English 

online, the current paper aimed to identify the most effective strategy in this regard. 

 

METHODS 

A descriptive qualitative research approach was adopted because it could extract in-depth knowledge 

from the respondents, a broad range of speech exchange systems (Hakuta, et al., 2016) and the state 

of view as it exists today. It analyses and describes the abilities, and social phenomena in the form of 

word forms, uniqueness, and variations of words produced by lecturers in online learning classes 

(Robert & Pane, 2020). A conversational analysis research design was employed to identify a strategy 

for teaching conversational English online. Three lecturers were purposefully selected to participate 

in the current paper on the basis that they were all teaching ECS at the University of Venda in 

Limpopo, South Africa. Of the selected lecturers, one was responsible for offering Module ECS 1141 

lectures in Group A on Mondays while another was for Group B lectures on Thursdays.  

 The inclusion criteria of the respondents (Nikolopoulou, 2022) were that they have been 

teaching this module for five years or more and might have gained informed knowledge for teaching 

conversational English both in the classroom environment and online. They were easily approachable 

because they were willing to share their ideas regarding the teaching of conversational English online 



Farisani Thomas Nephawe | ELT Forum 12(2) (2023) 

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and have a good sense of humour. Further, the respondents fitted the researcher’s profile because he 

wanted those who were currently teaching Module ECS 1141 and had enough time to fully participate 

in the current investigation. However, the exclusion criteria were based on the premise of lack of time, 

reluctance to participate and being currently on any medication affecting the respondents’ health that 

in the researcher’s opinion might interfere with the results of the paper. To fulfil these criteria, the 

researcher asked for permission from the University of Venda Research Office to conduct a study. 

Also, an ‘agreement form’ was carefully designed and made ready to be filled by the participants as a 

means of complying with the ethical standards including informed consent, anonymity, and 

confidentiality as well as the absence of any kind of psychological harm to the participants than 

physical because both lecturers and students were working from home.  

 Data were collected using observation lessons conducted twice in two weeks, namely, on 

Mondays from 11h00-11h50 and Thursdays from 13h00-13h50 because that were the specific times at 

ECS Module 1141 was offered to Groups A and B students according to the timetable in the 

Department of English, Media Studies and Linguistics at the University of Venda in Limpopo 

Province, South Africa. The researcher did not want to interrupt teaching and learning since there 

were various modules offered by lecturers at specific times at this university. The other reason for 

conducting observation lessons on Mondays and Thursdays over two weeks was to compare and 

corroborate the findings from each day and each time for credibility, reliability, and validity purposes. 

 On the other hand, a person-to-person interview (Rif, et al., 2023) was conducted only once at 

different lectures because the researcher could still compare and authenticate the results from different 

interview sessions held among the three lecturers using the same open-ended interview questions. A 

voice recorder and a notebook were used to record the entire interview process so that no single piece 

of information is misplaced. The material for online lesson discussion was selected based on the 

excerpts dealing with conversational English online capacity, learning objectives, and students’ 

syllabi. Group A lecturer conducted a lesson on ‘common errors committed in English’ while the 

Group B lecturer dealt with the 'word formation process'. However, the third lecturer did not partake 

in the observation lessons because the researcher did not wish to include him in the observation lessons 

and the researcher did not teach any of the sampled groups. On this basis, the third lecturer who did 

not teach any of Groups A and B was reserved for interview processes that were handled by the other 

two lecturers. The rationale behind reserving the third lecturer for the interview process was that the 

researcher had already purposively selected Groups A and B based on his interest.  

 As regards data analysis, data obtained from observations and transcribed interviews were 

analysed using Atlas ti version 22 software because it unpacks different themes, creates and names 

new codes as well as labels the concepts for attaching data to each data segment. Codes were selected 

and dragged into the filter area on the left-hand side. After releasing the codes, the name was entered 

for the code group and the button ‘create’ was entered because the researcher wanted to capture all 

the codes without any hesitation. Line-by-line coding was opened, and codes were placed close to the 

data with a spontaneous approach. Labels were kept short, simple, and precise, with a focus on 

actions. Every new code was defined using the comment function.  

 An organised coding system was created as in ‘sociodemographics’ for prefixes, for example, 

prefixed with symbol # or with @ and colours such as red, purple, and blue on the category ‘upper 

case’ to show effect; and a ‘sub code’ with ‘lower case’ and same as category colour while an asterisk 

(*) showed colour that did not fit any category as in *Scientific evidence. In this way, codes with 

commonalities were grouped to identify themes. Codes were grouped (Huddle, 2022) and 

computerised while irrelevant ones were completely removed. When the level of abstraction rose 

gradually, linkages were created between the different codes and code groups. Every step in a memo 

was diarised to increase the transparency of the coding system and facilitates overseeing and managing 

the writing-up of the narratives. Data reduction, data display, and verification were employed 

(Cahyaningsih, Putra, & Mahedriyanah, 2021).   

 

Observation lessons in the video conferencing strategy  

The observation lessons were conducted twice in two weeks period, namely, on Mondays from 11h00-

11h50 and Thursdays from 13h00-13h50 since that were the specific periods for teaching ECS Module 

1141 to Groups A and B students because the researcher wanted to compare and collate the findings. 

Also, the reasons for using different days and times were to comply with the rules and regulations of 

the university timetable. A semi-structured interview was conducted once and on a one-to-one 

interview with three different lecturers because the respondents could still provide the lecturer with 

enough information even though it was handled once. Also, the findings obtained from a single session 



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divided into the three interviews were vivacious and sufficed the researcher for comparison and 

corroboration of the results. Nonetheless, the challenges faced by the students such as ‘slang’ in the 

use of the English language when learning 'common errors in excerpt 1 and the 'word formation 

process in 2 were instantly resolved because the researcher wanted to mitigate and avoid the 

development of grammatical errors in the teaching and learning of conversation English online. The 

researcher informed all the respondents that any single activity was merely conducted for research 

purposes so that students did not hesitate to participate robustly in the provided lessons. In the process, 

field notes regarding ‘common errors’ and ‘word formation process’ were written into a notebook to 

ensure the safety of the observation lessons and to compare the frequency of students' responses 

because the researcher would want to mitigate the difficulties experienced by students when learning 

through the medium of the videoconferencing platform. 

 

Semi-structured interviews in the videoconferencing strategy 

Each interview session was done for 15 minutes because the researcher thought that the provided slot 

was enough to obtain envisaged information and the lecturers' practical perceptions about the use of 

videoconferencing strategy. During the interviews, the respondents' effectiveness in the use of 

videoconferencing was examined because the researcher did not want to miss out on any response to 

the applicability of this platform. Ordinarily, the lecturers were aware of the difficulties that might be 

experienced in the utilisation of videoconferencing strategy and this prompted them to pay attention 

to a single interview question posed to them. After the recording was done, the transcribed video clips 

were accurately sorted out and analysed as the researcher wanted to assess the effect of 

videoconferencing strategy. Data obtained from lecturers' interviews were arranged according to the 

themes emerging from the analysis and used in the discussion, interpretation, and presentation of the 

results to match similar codes together because they would help in the writing of the narrative. 

 

FINDINGS AND DISCUSSION 

The data collected using observations and semi-structured interviews were analysed as the researcher 

hopefully wanted to assess the impact of the videoconferencing strategy to address the question of 

‘common errors’ and ‘word formation process’ that could enhance English mastery. As traditional 

classroom engagement is being put aside by numerous institutions of higher teaching and learning, 

some lecturers experience difficulties in conducting online teaching platforms, and rigorous use of the 

videoconferencing strategy is anticipated. The finding is congruent with Suputra (2021) who estimates 

that using computing technological devices makes virtual learning worthwhile for both lecturers and 

students. Further, Suptra adds that videoconferencing strategy platform provides better examples and 

opportunities for teaching conversational English online. Two transcripts from the four consecutive 

observation lessons were employed to answer the research questions, namely, ‘What is the suitable 

strategy for teaching conversational English online?’  and ‘How can the identified strategy for teaching 

conversational English online be described?’. Also, they were utilised to establish the strength of the 

videoconferencing strategy. Nevertheless, in compliance with the ethical principles of protecting 

respondents' secrecy, lecturers who took part in the observation lessons were denoted as One and Two. 

 

• Excerpt 1 

Lecturer One interacted with Group A students using a slide titled ‘Common errors’ in English 

for both lessons held on Mondays as follows: 

Lecturer (starting a conversation): Holla, can you all see the projected slide? 

Students (in unison): Yeah, visible enough, Sir. 

Lecturer: Ok, is 'discussing about' appropriate in English? 

Kudakwashe: (enthusiastically) Isn’t that there is a tautology as 'discuss' means talk about? And, if 

is used with 'about', it would mean 'talk about about’. 

Lecturer: (he laughs): Wow, quite right, the most abused phrase, you know. 

All students (in unison): Gee whizz! 

Before the lecturer could continue, Betty interrupted 

Betty: Sir, can we use about with ‘talk’? 

Lecturer: Yep, ‘talk’ does not mean talk about.  

Kudakwashe: Oh Gosh! What a contradiction. 

Lecturer: Say that again! 



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Kudakwashe did not continue as he knows that ‘Say that again’ means to continue talking. At the end of 

the lesson, students were given homework to think about the appropriate usage of the English language.   

 

 Using Atlas ti Version 22.0 software, the students’ appropriate answers were grouped and 

organised according to the coding system. However, the irrelevant codes were removed during the 

computerisation of the relevant ones. Also, the researcher recorded the codes that developed patterns 

in line with the students’ appropriate answers. Lecturer One started his casual English conversation 

by using greeting words such as 'Holla' to create a friendly environment that draws the students' 

willingness to participate in the lesson. The finding is in line with Nagauleng and Waris (2022) who 

suggest that videoconferencing stimulated students' perceptions positively concerning learning 

conversational English online. To acknowledge such stimulation, the students used the word 'Yeah', 

'Yep', 'Gee whizz', 'Wow', and 'Oh Gosh' to indicate that they welcome and know that they were 

dealing with conversational English. Also, the finding supports Ozfidan, et al. (2021) suggestion that 

students become highly motivated when learning conversational English online. Although 'common 

errors occur intuitively in the teaching of the English language online, students derive benefit in the 

use of videoconferencing lessons because they learnt the language quite enthusiastically in line with 

the research questions sought by the researcher in the current study.  

 The concept of 'common errors' regarding the phrase 'discuss' was strategically tackled. The 

data obtained from an analysis of data observation involving the lecturer and the students demonstrate 

that both groups were fascinated by using the platform. The students interacted preternaturally by 

answering and asking questions to understand the correct usage of English to avoid the most common 

abuse of the phrase. The discovery is congruent with Badr’s (2020) suggestion that students 

appreciated learning online because they learn individually and spontaneously. The lecturer's 

question-and-answer method suggests a willingness to lure the students into participating more in the 

lesson. The use of the phrase 'Say that again' by the lecturer was nothing else than testing the student's 

ability to interpret it correctly. The students understood the actual meaning of this phrase because they 

did not repeat what the lecturer was saying. In addition, they kept quiet to signal their awareness of 

the phrase usage that demands the speaker to continue talking than repeat the utterance in this 

instance. The finding supports Yildiz, et al. (2020) who indicate that students express a positive 

opinion about the effectiveness of using videoconference lessons. This suggests that videoconferencing 

is a suitable strategy for learning conversational English online, but it must be used appropriately since 

there is a huge distance between the lectures and their students. 

 

• Excerpt 2 

Lecturer Two interacted with Group B students using a slide titled 'word formation process' 

scheduled for both lessons that took place on Thursdays in the following manner:  

The lecturer interacted with her students using a shared slide titled 'Word formation process'.  

Lecturer: Hi, students, can you see the projected slide? 

All students (excitedly): Very well Sir, thank you. 

Lecturer: The lesson of today deals with the ‘word formation process’. Do you know the ‘word 

formation process in English? 

All students (embarrassingly): Nah, Sir. 

Lecturer: No crime, only if you can mention some examples. 

Mulalo (quickly raising a hand): Blending (motor + hotel = motel), clipping (ham + burghers = 

hamburgers), compounding (fire + place = fireplace). 

Lucky(shouted): I figure derivation (dis- + respect = disrespect) is one of them. 

Lecturer: Sure, but ‘incorporation and stitching’ as well, you know.  

Thomas: (reckoning) Difficult hey, aren’t they? 

Mulalo: Nope, they aren’t, we got to learn them, brother, don’t we? 

 

         Lecturer Two commenced the lesson by intelligently wanting to know if the projected slides were 

visible. To confirm the noteworthy videoconferencing strategy for teaching conversational English 

online, the lecturer introduced a lesson casually by using the word 'hi' to stimulate the student's 

interest. This finding is congruent with Ozfidan, et al. (2021) who suggest that students become highly 

interested in learning conversational English online. Lecturer Two informed students of the purpose 



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of the lesson involving the 'word formation process' using the above-mentioned platform. 

Furthermore, a question-and-answer method was used as a way of probing the students' existing 

knowledge behind the question of the 'word formation process'. In turn, the students employed the 

question-and-answer method to indicate some challenges that might be faced in using informal 

English words. Notwithstanding, Lecturer Two and the student's interactions with the lesson 

demonstrated the effectiveness of a videoconferencing strategy for teaching conversational English 

online. The results support Khreisat’s (2022) claim that students' perceptions are highly motivated if 

they are taught using videoconferencing. Although this strategy is not cast in stone in the teaching of 

conversational English online, an informed understanding of conversational English online is 

emphasised. However, if both lecturers and their students do not apply this strategy accordingly the 

envisaged results may still reflect poor competence in the mitigation of common errors and poor 

understanding of word formation at the universities. 

             Conversely, students' question such as "Difficult hey, aren't they?' indicates that students 

require encouragement and support towards studying ‘common errors’ because they were stimulated 

by the videoconferencing strategy for teaching conversation English Online. Judging from the use of 

interjections such as 'hey', and 'hi' and the words 'Nah', and 'nope' demonstrate the causality of 

conversational English usage. The findings show that students were eager to learn the 'word formation 

process' spontaneously. The establishment is congruent with Nagauleng and Waris (2022) who 

suggest that videoconferencing provokes students' willingness to rely on videoconferencing than the 

traditional method of teaching students in the classroom environment. To indicate their understanding 

of the lesson, the students gave stunning examples and types of the 'word formation process’. The 

discovery indicates that lecturers prefer using videoconferencing strategy to the common traditional 

method of English teaching. This discovery is in line with Lederman’s (2020) claim that both students 

and lecturers embrace the digital experience of using videoconferencing in teaching and learning the 

English language. Nonetheless, the availability of videoconferencing strategy does not guarantee the 

mastery of the language. Therefore, lecturers’ prowess in the application of this strategy is of utmost 

importance. As indicated before the commencement of the excerpts in the present study, the 

interaction between the lecturers and students endorsed the use of videoconferencing strategy during 

online teaching and learning. 

 

Analysis of data from the lecturers’ interviews 

Data obtained from the lecturers’ semi-structured interviews were transcribed, analysed, and 

evaluated by the researcher. The ideas obtained from data analysis were sorted and arranged according 

to the three themes based on interviews regarding videoconferencing strategy. The following is a brief 

discussion emanating from the suggested themes. 

 

Some lecturers are not competent in using online teaching strategies    

The versatility of online teaching strategies is an indispensable paraphernalia and cannot be ignored 

in the current teaching and learning environment. However, some English lecturers are not competent 

in using online teaching strategies. Nowadays most institutions adopt online teaching as there are 

various disturbances and strategies for conducting distance teaching and learning. Nevertheless, 

lecturers lack basic skills for utilising the strategies for online teaching as they have hardly received 

adequate training in the language. In this research, the three selected respondents concurred that 

without experience in the use of strategies for online teaching, lecturers cannot be competent in 

teaching and learning. They maintained that strategies for teaching English online assist lecturers to 

conduct advanced lessons in their distance classes. Lecturer One indicated that: 

 
 I am often troubled using online teaching because I have never received any training in the process. I 

request that if lecturers can be supported in using strategies for online teaching, they can be highly 

competent. 

 

The above comment shows that Lecturer One understands that most lecturers experience difficulties 

in teaching online. Hence, the prayer for support from the educational authorities to uplift the standard 

of distance teaching and learning. 

 

Strategies for teaching conversational English online to improve language proficiency 

The mastery of English can be enhanced using numerous strategies. Nevertheless, teaching strategies 

are different and can be approached quite differently. Moreover, different grammatical elements can 



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be taught distinctly and call for proper strategy applications. In pragmatics, conversation is one social 

aspect that is leisurely and spontaneously used in conveying messages from the speaker to the listener. 

However, in conveying such messages an addresser and an addressee both require an informed 

competence of disseminating appropriate messages at an appropriate time. The use of strategies for 

teaching conversational English online, therefore, is a basic prerequisite for the enhancement of 

English proficiency without which language development can be relegated to nada during a hard time 

such as the COVID-19 pandemic. Lecturer Two gave the next comment: 

 
Although language proficiency is difficult to cultivate, I am sure that if strategies for teaching 

conversational English online are properly addressed, the standard of English proficiency can be 

enhanced. Also, it can be easier for me to teach my students productively. 

 

From the above-mentioned statement, it can be inferred that strategies for teaching conversational 

English online can improve the mastery of the language.  

 

Videoconferencing strategy is beneficial for teaching conversational English 

Videoconferencing is one important strategy for use by professional and non-professional individuals 

at a distance because everything can be easily presented virtually. Professionally, the teaching of 

conversational English online using videoconferencing can be employed productively by both 

lecturers and students at a distance although there are some challenges like poor connectivity, lack of 

skills for teaching online, lack of teaching equipment, and lack of quota. In this platform, lecturers can 

handle one student, two or more in virtual classes. Therefore, it can improve independent learning as 

the lessons can be projected lively. In this regard, the videoconferencing strategy is applicable when 

the lecturers and students are in the comfort of their homes.  Lecturer Three remarked the following:  

 
I feel much better when I work from home because everything saves money, time and energy. My virtual 

lessons are well-planned, and my students feel safe and secure because there is no hustle and bustle like 

attending physical classes.  

 

The preceding comment shows that videoconferencing offers a lot of boon than a bane as teaching 

and learning can be practised at any time. Further, working from home makes lecturers feel relieved 

from the burden of having to travel to their physical classes. Therefore, using videoconferencing is 

cost-effective. 

 In this paper, the findings from the lecturers’ semi-structured interviews conducted among the 

three lecturers at the University of Venda in Limpopo Province, South Africa supplemented the results 

obtained from those obtained from the real engagement between the lecturers and their students in 

videoconferencing observation lessons. During observation, the researcher perceived that lecturers 

were interested in using the videoconferencing strategy for using online teaching as suggested by 

Alshehri, et al. (2020). The finding is congruent with Kassymova, et al. (2023) who suggest that online 

teaching and learning individualise and provide independent learning, studying anytime and 

anywhere and create attendance possibilities for those who are unable to attend physical classes. 

However, this claim raises more questions than answers because there could be no need to continue 

researching strategies for teaching conversational English online. In the real sense, no teaching 

strategy does not have some drawbacks. On the other hand, the current paper's finding that 

videoconferencing is a renowned strategy for the teaching of conversational English online deserves 

praise. Furthermore, the observation results confirm that videoconferencing strategy for teaching 

conversational English online is indispensable in teaching and learning. In this essence, the finding 

support Brunsell’s (202) suggestion that videoconferencing strategy creates intense participation and 

increased opportunities for learning and flexibility for both the students and lecturers.  

 Although the identification of videoconferencing as a suitable strategy for teaching 

conversational English online presently indicates outstanding performance, the matter rests with the 

trustworthiness of both lecturers and their students because sometimes fatigue and ignorance may 

develop. Furthermore, when it comes to the issue of assessment via videoconferencing the throughput 

may not always be a true reflection of the student's competence because someone can be requested to 

write a test on behalf of the student. Also, it cannot possibly be the only strategy necessary for teaching 

conversational English online because there are as many strategies as possible in terms of producing 

results. Since the researchers singled out this strategy, he has all the guts to regard videoconferencing 

strategy as indispensable in the teaching of videoconferencing by the lecturers. The results from this 



Farisani Thomas Nephawe | ELT Forum 12(2) (2023) 

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study cannot claim to be the profound solution behind the teaching of conversational English online. 

However, the researcher attempted to come up with suggestions regarding the use of 

videoconferencing as an appropriate strategy for teaching the students in this regard.  

 Getting once more in the gist of the deliberations, both four lecturers, namely, two offered on 

Mondays and the two carried out on Thursdays indicated that without a videoconferencing strategy 

for teaching conversational English online, it may be difficult for lecturers to teach their students from 

home although there is various teaching platform including Microsoft Teams, Thinkific, Udemy, 

Skillshare, Teachable, Podia, LearnWorlds, Kajabi, WizIQ, to name a rare. Therefore, the 

applicability of teaching strategies depends on the methods of teaching utilised by the individual 

lecturer at a particular place and the student's readiness as the true recipient of the subject matter. 

Concerning the indispensability of videoconferencing strategy, students enjoy visualising the lecturers 

and the subject content offered because they do not feel humiliated by the presence of the other 

students in the physical classroom. They learn extemporaneously and extemporaneously from the 

comfort of their homes. 

 The finding is in line with Rif, et al. (2023) who suggest that some lecturers face challenges in 

using online teaching strategies because they are not adequately trained. In this regard, the findings 

suggest that lecturers require instant support in using a videoconferencing strategy for teaching 

conversational English online This finding is congruent with Rajeswari and Madhavi’s (2023) 

suggestion that if lecturers’ professional knowledge is empowered, they can understand contemporary 

educational practices including the use of video conferencing strategy for teaching conversational 

English online. Furthermore, the paper estimates that videoconferencing strategy assists lecturers to 

make their lessons progressive. The finding is in line with Rahayu’s (2020) claim that face-to-face 

interaction with the videoconferencing strategy is advantageous in bringing the development of 

students' speaking and listening skills since it is a constructed oral interaction. In this instance, the 

finding supports Suputra’s (2021) suggestion that oral interaction allows students to learn 

collaboratively. In the current paper, the findings indicate that a stable internet connection is a 

requirement from the students’ internet provider to implement videoconferencing strategy promptly 

and that a suitable internet allowance is a necessity in this regard. Based on these insights, the 

advantages and productivity of videoconferencing in the teaching of conversation English online 

cannot be ignored because the researcher carefully attempted to demonstrate its versatility in teaching 

and learning. 

 

CONCLUSION 

The paper describes how a videoconferencing strategy for teaching conversational English online can 

be applied to promote English proficiency as they are considered arduous to handle. The evidence 

presented by the researcher concerning the application of the videoconferencing strategy demonstrates 

an invaluable need for the teaching of conversational English online. The paper confirms careful 

deliberations by the cited authors mentioned within the parameter of the current study regarding the 

questions stated in this paper. The findings unearthed several explanations for lecturers' application of 

videoconferencing strategy in the enhancement of teaching conversational English online. 

Additionally, the paper highlighted the importance of videoconferencing as a strategy for improving 

the teaching of Module ECS 1141, not only at the University of Venda but also at different institutions 

throughout the world. Videoconferencing strategy is a recommendable strategy for enhancing the 

teaching and learning of conversational English online. A continuous empowerment of the lecturers' 

professional advancement toward understanding contemporary educational practices regarding online 

pedagogies is a requirement. Although numerous investigations have long been dedicated to 

educational aspects, there is a necessity for a more detailed investigation of strategies for the teaching 

of conversational English online. 

 

FUNDING STATEMENT 

This is a non-funded study. 

 

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