Debriefing Strategy in Online Primary ESL Classroom during COVID-19 Pandemic: A Case Study

  • Shanty Carmelie Rif
  • Tan Kim Hua


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.


Cantrell, M. A. (2008). The Importance of debriefing in clinical simulations. Clinical Simulation in Nursing, 4(2), 19-23. https://doi: 10.1016/j.ecns.2008.06.006
Deason, E. E., Efron, Y., Howell, R., & Kaufman, S. (2013). Debriefing the Debrief. Educating Negotiators for a Connected World. 301-332. https://engagedscholarship.csuohio. edu/urban_facpub/1155/
Fatemeh Mollaei & Hamidreza Rahnama. (2012). Experiential Education Contributing to Language Learning. International Journal of Humanities and Social Science, 2(21), 268-279.
Fey, M. K., Scrandis, D., Daniels, A., & Haut, C. (2014). Learning Through Debriefing: Students’ Perspectives. Clinical Simulation in Nursing, 10(5), e249-e256. 16/j.ecns.2013.12.009 .
Jabeen, S. S. (2015). Effectiveness of Online Learning. Proceedings of the World Congress on Engineering and Computer Science 2015, 1. publication/311352498
Knutson, S. (2003). Experiential Learning in Second-Language Classrooms. TESL Canada Journal, 20(2), 52–64.
Raths, J. (2018). Enhancing understanding through debriefing.Educational Leadership, 45(2), 24- 27.
Reyes-Chua, E. (2018). The Use of Debriefing in the Language Classroom. European Journal of English Language Teaching, 67-78. https://doi:10.5281/zenodo.1204678
Tania, L. T., Sada, C., & Sumarni. (n.d.). A Study on the English Teachers’ Implementation of Questioning Skill. English Education Study Program. php/jpdpb/article/download/6996/7196
Uz-Bilgin, C., Baek, Y., & Park, H. (2015). How Debriefing Strategies Can Improve Student Motivation and Self-Efficacy in Game-Based Learning. Journal of Educational Computing Research, 53(2), 155-179. doi:10.1177/0735633115598496
How to Cite
CARMELIE RIF, Shanty; KIM HUA, Tan. Debriefing Strategy in Online Primary ESL Classroom during COVID-19 Pandemic: A Case Study. International Journal of Advanced Research in Education and Society, [S.l.], v. 3, n. 4, p. 75-78, dec. 2021. ISSN 2682-8138. Available at: <>. Date accessed: 21 may 2022.