Honoring the voices needing to be heard, the research investigated the lived experiences of six Syrian Muslim refugee women who resettled in the United States after the 2011 Syrian War. Data analysis was informed by qualitative research methodology and narrative inquiry. The stories of Syrian women in this study highlight the complexities of forced migration and intersecting subordinations that refugee women experience. By adding to our understanding of refugee experiences, the study contributes to one of the major populations that adult educators serve.

This qualitative phenomenological study was designed to gain an in-depth understanding of the lived experiences of English as a Foreign Language (EFL) instructors and learners with emergency distance education in response to the COVID-19 pandemic using the lens of the Technological Pedagogical Content Knowledge (TPACK) model. Data was collected through a survey including open-ended questions and a series of in-depth interviews with participants from a large state university. The content analysis method was used for the data analysis. Our research showed that instructors experienced challenges of emergency distance education, emotional stress due to the uncertainties and unplanned nature of the abrupt shift. The findings also identified issues that affect instructors’ and students’ motivation such as unstable internet connection, lack of student–teacher and peer interaction, as well as insufficient resources and access due to the digital divide. Implications for improving the teacher training programs and teachers’ application of the TPACK framework are discussed.

Refugees suddenly face life transitions and challenges such as the need to learn a new language, learn the rules of a new culture, endure traumatic situations, and loss; all of these are factors that impact their integration. This article describes the language and culture learning needs of adult refugees resettling in the United States suggests best teaching practices to meet their unique learning needs.

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