Insights into emergency remote teaching in EFL

Can I., Silman-Karanfil L.

ELT JOURNAL, cilt.76, sa.1, ss.34-43, 2022 (AHCI) identifier identifier

  • Yayın Türü: Makale / Tam Makale
  • Cilt numarası: 76 Sayı: 1
  • Basım Tarihi: 2022
  • Doi Numarası: 10.1093/elt/ccab073
  • Dergi Adı: ELT JOURNAL
  • Derginin Tarandığı İndeksler: Arts and Humanities Citation Index (AHCI), Social Sciences Citation Index (SSCI), Scopus, Academic Search Premier, Applied Science & Technology Source, EBSCO Education Source, Education Abstracts, Educational research abstracts (ERA), ERIC (Education Resources Information Center), Linguistics & Language Behavior Abstracts, MLA - Modern Language Association Database, DIALNET
  • Sayfa Sayıları: ss.34-43
  • Anahtar Kelimeler: Emergency Remote Teaching (ERT), Covid-19, EFL, TPACK, New Pedagogy
  • Orta Doğu Teknik Üniversitesi Adresli: Evet

Özet

The transition to emergency remote teaching (ERT) in response to the COVID-19 pandemic has spawned many research studies. However, studies exploring EFL instructors' emotions, in-class experiences, and relationships with their students and their colleagues during the pandemic are scarce. This mixed study captured nineteen EFL instructors' emotions on ERT, their transformation of classroom practices, and how they related to students and colleagues during this period in North Cyprus. Data were gathered through a qualitative survey, supplemented with quantitative data from a technological pedagogical content knowledge (TPACK) scale. Our findings revealed that the instructors gradually adapted to ERT despite the challenges that hindered their classroom practice transformation. The findings further suggest that if the instructors develop their TPACK and relatedness with their students and colleagues with the support of their institutions, teaching in a remote environment in the 'new pedagogy' contributes to establishing a possible way forward in EFL.