English Language Teaching and Learning during COVID-19: A Global Perspective on the First Year

Autor/in	Erarslan, Ali
Titel	English Language Teaching and Learning during COVID-19: A Global Perspective on the First Year
Quelle	In: Journal of Educational Technology and Online Learning, 4 (2021) 2, S.349-367 (19 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Erarslan, Ali)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2618-6586
Schlagwörter	Foreign Countries; Second Language Instruction; Second Language Learning; English (Second Language); COVID-19; Pandemics; Educational Change; Global Approach; Web Based Instruction; Internet; Access to Computers; Handheld Devices; Technological Literacy; Language Teachers; Teacher Attitudes; Student Attitudes; Outcomes of Education + Suchen Sie Ihr Suchwort? Ausland; Fremdsprachenunterricht; Zweitsprachenerwerb; English as second language; English; Second Language; Englisch als Zweitsprache; Bildungsreform; Globales Denken; Web Based Training; Technisches Wissen; Language teacher; Sprachunterricht; Lehrerverhalten; Schülerverhalten; Lernleistung; Schulerfolg
Abstract	The world recently witnessed the unexpected emergence of a coronavirus that caused the COVID-19 pandemic and severely impacted all aspects of human life. The sudden lockdown that came with the announcement of the pandemic affected health systems, the world economy and, inevitably, education systems across the globe. Due to the pandemic, schools and universities were closed, face-to-face education was suspended and a shift to emergency online teaching was instituted. English language training took its share in this transition and several studies were conducted to investigate the effects of the pandemic on emergency online teaching and the learning of English. This integrative literature review study analyses and synthesizes the research studies conducted between March 2020 and February 2021 to illustrate the first year of the pandemic in terms of English language teaching and learning globally. Thus, 69 research studies were selected for analysis. Findings show that the emergency online teaching and learning of English mainly created challenges due to the internet connection problems and students' access to computer or smart phones. On the other hand, contributing the teachers' digital literacy skills, the significance of online teaching and learning in case of emergency situations was highlighted as the findings showed. The studies produced conflicting results in terms of the implementation of emergency online teaching and learning practices, English language teachers and students' perceptions and attitudes, the affective, motivational and cognitive aspects, and the impact of emergency online teaching on the language development of students. (As Provided).
Anmerkungen	Journal of Educational Technology and Online Learning. Necatibey Faculty of Education, Balikesir University, Balikesir, 10100, Turkey. Web site: dergipark.org.tr/en/pub/jetol
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01