{'fraction_non_alphanumeric': 0.014298480786416443, 'fraction_numerical': 0.0017873100983020554, 'mean_word_length': 5.473988439306359, 'pattern_counts': {'":': 0, '<': 0, '<?xml version=': 0, '>': 0, 'https://': 0, 'lorem ipsum': 0, 'www.': 0, 'xml': 0}, 'pii_count': 0, 'substrings_counts': 0, 'word_list_counts': {'cursed_substrings.json': 0, 'profanity_word_list.json': 0, 'sexual_word_list.json': 0, 'zh_pornsignals.json': 0}}
Debriefing Strategy in Online Primary ESL Classroom during COVID-19 Pandemic: A Case Study

The meaningfulness of the current educational landscape where online learning is heavily in-practice, is often doubt. Experiential learning which focuses on the learning process undergone by learners is able to help learners to make sense of the learning process via active participation and meaningful reflective practice. Debriefing is one of the experiential learning strategies that requires learners to reflect their learning experience and make connection of the experiences to real life situations. In regards, this case study aimed to explore the effects of debriefing in online ESL classroom. The case study was conducted in Bintulu, Sarawak involving two teachers who are actively conducting online ESL lesson during the pandemic. Data collections were done through in-depth interviews and observation of recorded online ESL lessons. Based on the findings, debriefing has positive effects on English language learning as it helps improve critical thinking ability and enhance language proficiency, orally and written.