TEACHER AGENCY AND PEDAGOGICAL ADAPTATION IN ONLINE TEYL: A STUDY OF NON-FORMAL ENGLISH EDUCATION CONTEXTS
DOI:
https://doi.org/10.22460/eltin.v14i1.p105-118Abstract
This study investigates how teachers exercise agency and enact pedagogical adaptation in online Teaching English to Young Learners (TEYL) within non-formal English education contexts. Employing a qualitative phenomenological approach, the data were collected through semi-structured interview to five EFL tutors navigating online class. The findings reveal that structural digital challenges, such as connectivity instability, hardware limitations, and platform constraints, function as catalytic conditions that activate teacher agency. In response, tutors invest in technological resources, provide connectivity backups, and implement real-time adaptive solutions to sustain instructional continuity. Furthermore, the study highlights a shift toward human-centered digital pedagogy through intensified individual interaction and parental collaboration. The results suggest that the non-formal English education sector provides a flexible space for pedagogical innovation, transforming digital platforms from emergency tools into permanent infrastructures for inclusivity and digital literacy. This study implies that the future of online TEYL depends on balancing digital efficiency with the fundamental developmental needs of young learners.
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