Emergency remote education in foreign and second language teaching

Abstract

This study aims at tracing the effects of emergency remote education due to Covid-19 on foreign/second language teaching documented in research papers and reports. Employing document analysis, it identifies the research contexts and key findings reported in the studies published between 1 January and 28 October 2020. The findings indicate that a significant number of publications consist of reports presented by practitioners, i.e. schools, governmental authorities and educational foundations, and that the tertiary level is the most frequently covered context in the papers. The analysed publications report slightly more Emergency Remote Teaching (ERT)-driven affordances for teachers than constraints and suggest that both teachers and students are able to turn challenges of ERT into affordances when they receive sufficient support from governmental authorities, schools or peers and benefit from already acquired digital skills and technical infrastructure available. The findings also indicate a gap of research based on classroom data, which would more effectively contribute to an understanding of the challenges and affordances of ERT in language teaching.

Examining the Associations between COVID-19-Related Psychological Distress, Social Media Addiction, COVID-19-Related Burnout, and Depression among School Principals and Teachers through Structural Equation Modeling

“…However, the transition from traditional face-to-face classroom-based learning to a fully online learning environment presented a very different experience for both students and educators, and both were expected to adapt quickly to this new situation in just a very short period [ 16 ]. Along with emergency distance education, teachers were asked to utilize information technologies within online educational environments regardless of their digital literacy levels [ 17 ].…”

Investigating the Relationships between COVID-19 Quality of Life, Loneliness, Happiness, and Internet Addiction among K-12 Teachers and School Administrators—A Structural Equation Modeling Approach

“…This study's primary focus is to examine the interrelationships between COVID-19 quality of life, loneliness, happiness, and Internet addiction among school administrators and teachers. The spread of the epidemic, schools' closure and the transition to distance education started a new process for students, teachers, and school administrators [16]. Uncertainty brought by the pandemic has caused some crises in education, and school administrators and teachers have been negatively affected by this crisis.…”

In the Lens of Efl Instructors: Emergency Remote Education

“…For the institution-based component of teacher opinion on emergency remote education, faculty support, and decision making related to pandemic have been analysis study by Akbana et al (2021) showed that support from the school or university has been more frequently reported by the teachers. Similarly, gaining support and training from the faculty has been stated in other studies (Kurnaz & Serçemeli, 2020;Mishra et al, 2020).…”

“…Many studies suggested that emergency remote education experience helped instructors' professional development. Akbana et al (2021) found out with their meta-analysis work that most emergency remote English language education studies made it clear that emergency remote teaching helps teachers' technological skills. Saidi and Afshari (2021) stated that English for academic purposes remote instructors believe that remote teaching fosters instructors' professional identity and facilitates access to authentic materials and adds variety to the class activities.…”