Language Teaching in Times of COVID-19: The Emotional Rollercoaster of Lockdown

Appel, Christine; Robbins, Jackie

doi:10.1007/978-3-030-84067-9_1

Cited by 7 publications

(16 citation statements)

References 24 publications

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“…The testing formats had also changed. Consequently, factors that teachers perceived to be negative shifted toward value-related issues (e.g., public policy and societal appreciation; see Appel and Robbins, 2022 ). As explained, teachers’ frustration related to public policies was mainly based on the leadership and decision-making processes rather than the content of policies themselves.…”

Section: Discussionmentioning

confidence: 99%

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Teacher Motivation and Burnout of English-as-a-Foreign-Language Teachers: Do Demotivators Really Demotivate Them?

Sato

Castillo²,

Oyanedel

2022

Front. Psychol.

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This study examined the relationships between teacher motivation (TM) and perceived burnout of English-as-a-foreign-language (EFL) teachers in Chile. A particular focus was given to demotivators and their impact on TM and burnout. The impact of COVID-19 was considered. Given that EFL teachers tend to be second language (L2) learners of English themselves, the study also investigated how TM and L2 motivation interact with each other. The participants were 154 school-level teachers with a range of backgrounds (teaching experience, geographic areas, and school sectors). In the questionnaire, four scales were included: (a) autonomous motivation for teaching; (b) demotivators; (c) perceived burnout; and (d) L2 motivation. Fifteen teachers were interviewed in order to triangulate the survey results. Structural equation modeling showed that TM negatively predicted perceived burnout, suggesting that it can counter teachers’ emotional exhaustion and their perceived lack of personal accomplishment. Demotivators predicted TM positively, albeit weakly. L2 motivation was found to be only weakly related to TM. Qualitative findings indicated that teaching experience mediated the role that demotivators played in relation to TM. Experienced teachers, especially those who held intrinsic motivation to teach, channeled the impact of demotivators, including those relating to the pandemic, to a positive motivational force to teach. The study implies the importance of considering teachers as agents and devising an educational system in which their mental health is prioritized.

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Section: Discussionmentioning

confidence: 99%

“…Unique to the current educational environment is the pandemic, which has been shown to have led to a significant stressor for L2 teachers. Appel and Robbins (2022) surveyed L2 teachers of various languages in Spain in March 2020 ( N = 64). Results showed that only 2% reported no effects of COVID-19 on their emotions.…”

Section: Literature Reviewmentioning

confidence: 99%

Teacher Motivation and Burnout of English-as-a-Foreign-Language Teachers: Do Demotivators Really Demotivate Them?

Sato

Castillo²,

Oyanedel

2022

Front. Psychol.

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“…Factors specific to the COVID-19 pandemic that may have impacted teachers' satisfaction during remote teaching included not only concerns over teaching in what was for many an unfamiliar technological environment as well as an increased workload (MacIntyre et al, 2020), but also anxiety over their own and family's health, sharing working space with other family members, and negotiating work with other family and childcare duties (Appel & Robbins, 2021).…”

Section: Literature Reviewmentioning

confidence: 99%

“…While some instructors noted that online teaching was less time consuming (Appel & Robbins, 2021;Kwee, 2022), and minimized materials having to be produced for in-class instruction (Santos et al, 2021), most teachers noted that online remote teaching was more time-intensive and increased their workload (Burgin et al, 2022;Kozhabayeva & Boivin, 2021;Lin & Zheng, 2015;MacIntyre et al, 2020;Zamborová et al, 2021). There were different opinions on whether shifting to remote online instruction presented an increase in workload for language instructors.…”

Section: Literature Reviewmentioning

confidence: 99%

Surviving or Thriving? Experiences and job satisfaction of language instructors in the USA during the COVID-19 pandemic

Walter

Schenker

2022

JLT

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The COVID-19 pandemic meant fast changes for language educators. Understanding how teachers experienced online language teaching during the recent pandemic is crucial for the language teaching profession in order to better prepare instructors for future scenarios in which a move to online instruction may be necessary again. Language instructors’ experiences can help inform administrators and program directors about potential gaps in teacher training or support needed for effective language instruction. This study investigates the experiences and challenges that increased or decreased language teachers’ feelings of satisfaction with teaching online. As an exploratory study, both quantitative and qualitative methods are included in order to capture a broad picture of teacher job satisfaction. The results indicate common challenges faced by teachers during online instruction, and the qualitative analyses of correlations between pre-identified factors impacting job satisfaction allowed us to measure the strength between these factors and job satisfactions; pre-defined factors included familiarity and ease of technology, relevance of training, and expectations of how long online/distance education would last. We conclude this study with a discussion of how these findings can be used to better prepare for future shifts to online teaching, including strategic use of training, programmatic changes in teaching load, and the role of technology in facilitating the delivery of content and interaction between instructors and students.

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“…The unprecedented pandemic has tremendously changed K-16 education around the world in the past 2 years (Appel & Robbins, 2021). In the United States, world language educators were forced to move their teaching online swiftly without much preparation or training at the outset of the pandemic in spring 2020.…”

Section: Introductionmentioning

confidence: 99%

College‐level world language faculty background characteristics and their perceptions of online language teaching during the pandemic

Jin

Deifell

2023

Foreign Language Annals

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The COVID‐19 pandemic enabled an unprecedented remote teaching experience for world language faculty who had to move their courses online in spring 2020. Previous studies show that faculty background characteristics affect their perceptions of and experience with online teaching. The present study examined the effect of two college‐level world language faculty background characteristics (prior experience with online language teaching and academic rank) on their perceptions of online language teaching during the pandemic (perceived value of online language teaching, self‐confidence in online language teaching, and stress felt during the pandemic). A mixed‐methods approach was adopted to analyze data collected from a large‐scale online questionnaire and follow‐up interviews. The results show very complex relationships between college‐level world language faculty background characteristics and their perceptions of online language teaching during the pandemic. Based on the findings, the study also provides suggestions for world language faculty professional development to prepare for crisis‐prompted and planned online language teaching in the future.

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Language Teaching in Times of COVID-19: The Emotional Rollercoaster of Lockdown

Cited by 7 publications

References 24 publications

Teacher Motivation and Burnout of English-as-a-Foreign-Language Teachers: Do Demotivators Really Demotivate Them?

Teacher Motivation and Burnout of English-as-a-Foreign-Language Teachers: Do Demotivators Really Demotivate Them?

Surviving or Thriving? Experiences and job satisfaction of language instructors in the USA during the COVID-19 pandemic

College‐level world language faculty background characteristics and their perceptions of online language teaching during the pandemic

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