Learning at Risk? Language Teaching Under Emergency Remote Conditions

Rathert, Stefan; Ağçam, Reyhan

doi:10.15823/p.2022.146.2

Cited by 2 publications

References 34 publications

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An Insight Into the Personal and Interpersonal Causes of Digital Burnout

Kurt

2023

Perspectives on Digital Burnout in Second Language Acquisition

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Digital burnout in education emerged as a contemporary issue that has become a significant concern for language teachers and students. Digital burnout is not only limited to the context of a global health crisis, such as the COVID-19 pandemic, but may also manifest in any personal breakdowns. The AHP analysis identified the top three factors that contribute to digital burnout in second language acquisition (SLA), such as constant access to the internet, pandemic-related psychological breakdown, and information overload. The study also revealed socially adverse emotional contagion as the fourth most influential factor; that is, when students see their peers and social circles as unmotivated and not engaging in meaningful activities, their own motivation tends to decline. As the second social dynamic, the lack of real face-to-face interaction, also constitutes the seventh factor overall contributing to digital burnout. Hence, a balanced presentation of online and in-person learning in all scenarios, if possible, is the best approach that aligns with human nature and thoroughly serves SLA.

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An Insight Into the Personal and Interpersonal Causes of Digital Burnout

Kurt

2023

Perspectives on Digital Burnout in Second Language Acquisition

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Facing emergency remote language teaching: The attitudes and competences of future EFL teachers

Palacios-Hidalgo,

Huertas-Abril

2024

Forum Linguist. Stud.

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The COVID-19 or Coronavirus health emergency brought about disruptions that highlighted the need to adapt education, especially language education, to secure students’ learning process. In this light, new terms, such as Emergency Remote Language Teaching, arose to differentiate ‘traditional’ online education from what was done in classrooms when schools were closed during the pandemic. Teachers directed their efforts to guarantee the continuity of students’ learning, which has been reflected in the increase in the number of studies examining how they have coped with this situation. In relation to the teaching and learning of English, however, there is limited research, up to the researchers’ knowledge, that explores whether teachers feel prepared to teach in Emergency Remote Language Teaching situations. Therefore, this paper studies the attitudes of Spanish future teachers of English concerning their readiness and abilities for Emergency Remote Language Teaching situations. Findings show that participants have positive attitudes towards adapting content to Emergency Remote Language Teaching, giving appropriate feedback, and selecting proper assessment methods. Moreover, they consider their training at university has been appropriate. Finally, recommendations to include strategies for Emergency Remote Language Teaching in teacher training syllabi are provided.

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Learning at Risk? Language Teaching Under Emergency Remote Conditions

Cited by 2 publications

References 34 publications

An Insight Into the Personal and Interpersonal Causes of Digital Burnout

An Insight Into the Personal and Interpersonal Causes of Digital Burnout

Facing emergency remote language teaching: The attitudes and competences of future EFL teachers

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