The new normal?: A pandemic of task engagement in language learning

Egbert, Joy

doi:10.1111/flan.12452

Cited by 59 publications

(54 citation statements)

References 6 publications

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“…There is a rich variety of target language resources that can boost students' motivation like WebQuests, mobile phone applications, T.V. shows, cartoons, to name a few (Egbert, 2020). Students can also be asked by their instructors to use their L2 to engage in stories of their interest asynchronously on social media platforms, which makes them "hungrier for explanations in their synchronous classes" (Guillen et al, 2020, p. 323) and more motivated when target language users follow them or interact with their input.…”

Section: Challengesmentioning

confidence: 99%

Season of Migration to Remote Language Learning Platforms: Voices from EFL University Learners

Salih

Omar²

2020

IJHE

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The abrupt disruption of the traditional face-to-face language instruction due to the unprecedented COVID-19 pandemic has forced many schools and higher learning institutions in Oman and around the globe to establish a virtual learning environment. This crisis-prompted remote learning has been a new experience for most teachers and students alike, a variable that may affect students' learning. Thus, it is significant to understand the students' experience with online teaching and learning. This study explicitly examines online teaching and learning as perceived by English as a Foreign Language (EFL) students of a higher learning institution in Oman. A total number of (112) undergraduate students in Oman acted as a data source by responding to a computer-assisted survey questionnaire. The survey focused on the following themes: overall first-time online language learning experience; online courses; online learning mode and attainment of graduate attributes; effectiveness of online teaching and delivery; utilization and usefulness of electronic learning devices; and e-learning language skills. The findings highlight the significance of exploring learners' online learning experience and its implications for planning, implementing, teaching, and assessing online language education.

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Section: Challengesmentioning

confidence: 99%

Season of Migration to Remote Language Learning Platforms: Voices from EFL University Learners

Salih

Omar²

2020

IJHE

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“…The literature reviews provide an insight into the language teachers' online experience. The authors would like to admit that there is not a country unaffected by the crisis (Amin, 2020;Asmara, 2020;Egbert, 2020;Cheung, 2021;Lesnichenko et al, 2020;Naqvi & Zehra, 2020;Okmawatti, 2020;Shevtsova & Kozubai, 2020).…”

Section: Resultsmentioning

confidence: 99%

“…English language education has become a big concern in Ukraine and many non-English speaking countries. The teachers had to transfer to online instruction adapting the technologies and means they had at hand (Amin, 2020;Asmara, 2020;Cheung, 2021;Egbert, 2020;Naqvi & Zehra, 2020;Okmawati, 2020). Though English language education in Ukraine had utilized technologies in teaching phonetics, grammar, speaking before the Covid 19 crisis, teachers adhered to working in the actual classroom.…”

Section: Literature Reviewmentioning

confidence: 99%

New Challenges Imposed by the Pandemic on a Ukrainian University

Matvienko¹,

Кузьміна²,

Yamchynska³

et al. 2021

Preprint

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The article’s main aim is to highlight the challenges English language education faced in Ukraine after the outbreak of the pandemic. Since Ukrainian education had traditionally been face-to-face before the crisis, and technology integration was slow, the lack of online infrastructure and distance learning methodologies in Ukrainian universities aggravated uncertainty and anxiety regarding learning quality. The authors show how the Vinnytsia State Mykhailo Kotsiubynskyi Pedagogical University (VSPU) withstands the challenge of reflecting on the experience, which might be typical of higher education institutions. The research engages 321 future teachers of English and applies mixed methods. The significance lies in consolidated effort and capacity to modernize that yield positive outcomes, despite insufficient experience and funding. It also states that student opinions count.

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“…The pandemic has clearly highlighted the need to further explore the skills and competencies needed for online teaching. As pointed out by Egbert (2020), teachers tend to depend on teacher-directed materials consisting of multiple-choice questions and drillbased activities given that they are not too difficult to put together and require little teacher support.…”

Section: Online Teaching and Learningmentioning

confidence: 99%

Malaysian English Language Teachers’ Agency in Using Digital Technologies During the Pandemic: A Narrative Inquiry

Zainal

Zainuddin

2021

Íkala

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With the closure of schools due to imposed lockdowns in many parts of the world, teachers had to make a rapid transition from teaching in physical classrooms to online teaching, even though they had little to no experience teaching online prior to the pandemic. Adopting a narrative inquiry approach, this study aimsto explore the factors that influence Malaysian English language teachers’ professional agency in adapting to online teaching. Data were collected via interviews with ten secondary school teachers from rural and urban schools. The findings show how factors such as teachers’ perceptions of the affordances of digital tools and existing support structures influence teachers’ enactment of agency in online teaching and learning. They also demonstrate teachers' agentic potential to adapt their lessons to suit their learners’ needs. These findings suggest the need for teacher professional development programs to recognize teacher agency in the design of future training modules. This involves providing a differentiated training curriculum that can support and sustain language teachers’ development organically by taking into consideration their existing technology skills, teaching experiences and work contexts.

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The new normal?: A pandemic of task engagement in language learning

Cited by 59 publications

References 6 publications

Season of Migration to Remote Language Learning Platforms: Voices from EFL University Learners

Season of Migration to Remote Language Learning Platforms: Voices from EFL University Learners

New Challenges Imposed by the Pandemic on a Ukrainian University

Malaysian English Language Teachers’ Agency in Using Digital Technologies During the Pandemic: A Narrative Inquiry

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