Insights into Emergency Remote Teaching in EFL
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| Title: | Insights into Emergency Remote Teaching in EFL |
|---|---|
| Language: | English |
| Authors: | Can, Iclal, Silman-Karanfil, Leyla |
| Source: | ELT Journal. Jan 2022 76(1):34-43. |
| Availability: | Oxford University Press. Great Clarendon Street, Oxford, OX2 6DP, UK. Tel: +44-1865-353907; Fax: +44-1865-353485; e-mail: jnls.cust.serv@oxfordjournals.org; Web site: http://eltj.oxfordjournals.org/ |
| Peer Reviewed: | Y |
| Page Count: | 10 |
| Publication Date: | 2022 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | English (Second Language), Second Language Instruction, Language Teachers, Teacher Student Relationship, Collegiality, Pedagogical Content Knowledge, Technological Literacy, Adjustment (to Environment), Emergency Programs, Distance Education, COVID-19, Pandemics, Emotional Response, Foreign Countries |
| Geographic Terms: | Cyprus |
| DOI: | 10.1093/elt/ccab073 |
| ISSN: | 0951-0893 |
| Abstract: | 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. |
| Abstractor: | As Provided |
| Entry Date: | 2022 |
| Accession Number: | EJ1324283 |
| Database: | ERIC |
| FullText | Text: Availability: 0 |
|---|---|
| Header | DbId: eric DbLabel: ERIC An: EJ1324283 AccessLevel: 3 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Insights into Emergency Remote Teaching in EFL – Name: Language Label: Language Group: Lang Data: English – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Can%2C+Iclal%22">Can, Iclal</searchLink><br /><searchLink fieldCode="AR" term="%22Silman-Karanfil%2C+Leyla%22">Silman-Karanfil, Leyla</searchLink> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="SO" term="%22ELT+Journal%22"><i>ELT Journal</i></searchLink>. Jan 2022 76(1):34-43. – Name: Avail Label: Availability Group: Avail Data: Oxford University Press. Great Clarendon Street, Oxford, OX2 6DP, UK. Tel: +44-1865-353907; Fax: +44-1865-353485; e-mail: jnls.cust.serv@oxfordjournals.org; Web site: http://eltj.oxfordjournals.org/ – Name: PeerReviewed Label: Peer Reviewed Group: SrcInfo Data: Y – Name: Pages Label: Page Count Group: Src Data: 10 – Name: DatePubCY Label: Publication Date Group: Date Data: 2022 – Name: TypeDocument Label: Document Type Group: TypDoc Data: Journal Articles<br />Reports - Research – Name: Subject Label: Descriptors Group: Su Data: <searchLink fieldCode="DE" term="%22English+%28Second+Language%29%22">English (Second Language)</searchLink><br /><searchLink fieldCode="DE" term="%22Second+Language+Instruction%22">Second Language Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Teachers%22">Language Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Student+Relationship%22">Teacher Student Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Collegiality%22">Collegiality</searchLink><br /><searchLink fieldCode="DE" term="%22Pedagogical+Content+Knowledge%22">Pedagogical Content Knowledge</searchLink><br /><searchLink fieldCode="DE" term="%22Technological+Literacy%22">Technological Literacy</searchLink><br /><searchLink fieldCode="DE" term="%22Adjustment+%28to+Environment%29%22">Adjustment (to Environment)</searchLink><br /><searchLink fieldCode="DE" term="%22Emergency+Programs%22">Emergency Programs</searchLink><br /><searchLink fieldCode="DE" term="%22Distance+Education%22">Distance Education</searchLink><br /><searchLink fieldCode="DE" term="%22COVID-19%22">COVID-19</searchLink><br /><searchLink fieldCode="DE" term="%22Pandemics%22">Pandemics</searchLink><br /><searchLink fieldCode="DE" term="%22Emotional+Response%22">Emotional Response</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink> – Name: Subject Label: Geographic Terms Group: Su Data: <searchLink fieldCode="DE" term="%22Cyprus%22">Cyprus</searchLink> – Name: DOI Label: DOI Group: ID Data: 10.1093/elt/ccab073 – Name: ISSN Label: ISSN Group: ISSN Data: 0951-0893 – Name: Abstract Label: Abstract Group: Ab Data: 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. – Name: AbstractInfo Label: Abstractor Group: Ab Data: As Provided – Name: DateEntry Label: Entry Date Group: Date Data: 2022 – Name: AN Label: Accession Number Group: ID Data: EJ1324283 |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1324283 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1093/elt/ccab073 Languages: – Text: English PhysicalDescription: Pagination: PageCount: 10 StartPage: 34 Subjects: – SubjectFull: English (Second Language) Type: general – SubjectFull: Second Language Instruction Type: general – SubjectFull: Language Teachers Type: general – SubjectFull: Teacher Student Relationship Type: general – SubjectFull: Collegiality Type: general – SubjectFull: Pedagogical Content Knowledge Type: general – SubjectFull: Technological Literacy Type: general – SubjectFull: Adjustment (to Environment) Type: general – SubjectFull: Emergency Programs Type: general – SubjectFull: Distance Education Type: general – SubjectFull: COVID-19 Type: general – SubjectFull: Pandemics Type: general – SubjectFull: Emotional Response Type: general – SubjectFull: Foreign Countries Type: general – SubjectFull: Cyprus Type: general Titles: – TitleFull: Insights into Emergency Remote Teaching in EFL Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Can, Iclal – PersonEntity: Name: NameFull: Silman-Karanfil, Leyla IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 01 Type: published Y: 2022 Identifiers: – Type: issn-print Value: 0951-0893 Numbering: – Type: volume Value: 76 – Type: issue Value: 1 Titles: – TitleFull: ELT Journal Type: main |
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