Paper Title
EFL TEACHERS’ SUPPORTS AND ALTERNATIVE DIGITAL SOURCES IN FOSTERING YOUNG LEARNERS’ ENGAGEMENT IN AN ONLINE LEARNING MODE

Abstract
Recent studies indicate that the Grammar Translation Method (GTM) and the Direct Method (DM) approach are two of the most common in English classrooms, mainly in Asia. However, when learning and teaching in an online environment, the teachers should be pedagogically and linguistically skilled in English as well as be familiarized their selves of how to utilize technology and provide meaningful materials virtually. At this stage, when teaching English to young learners, their engagement is a critical factor in determining success in teaching and learning. Consequently, teachers are required to master how to operate and select what to teach and how to teach, mainly by providing meaningful sources to activate young learners' engagement. Although many research found teachers get used to adapting the strategies and sources, teachers have needed help in providing relevant and sufficient online materials, which decreases learning productivity and engagement. This study was part of a qualitative with grounded theory design. The data collection used were in form of literature review from the exploration covered within the analysis that had been deduced from Google Scholar, Publish o Perish, Academia, Scopus, and Research Gate. The criteria were also implemented to depict certain condition such as the time limit and credible rank of publication. This study highlighted the important aspects of theoretical and practical teacher support and ended with proposed digital sources to foster the engagement of young learners in an online learning mode. In fact, the results of the study concluded that training programs and teacher training for pre or in-service teacher were imperative. Additionally, selective digital sources were also suggested to activate students' activeness. Keywords - Digital Sources; Online Learning; Teachers’ Support, Young Learners Engagement