Nowadays, there is hardly any area that is not affected to some extent by the consequences of the spread of COVID-19, but the largest ever disruption has been to education systems. It has put education institutes in difficult conditions across the globe, forcing educators to adapt to the current events as soon as possible. Consequently, it has triggered a worldwide shift towards online learning. The aim of this research is to find out whether the Technology Acceptance Model (TAM) based on common social psychology theory and the Theory of Reasoned Action (TRA) can be a remedy for the online education. We specifically focused on the perceptions of English language teachers towards the applying of technology in language classes during the pandemic. For this purpose, we compared the apprehension of 15 English teachers in Kazakhstan and 15 in Turkey during the pandemic. Therefore, a questionnaire in the Google form was adapted and sent to the teachers via e-mail. It consists of four sections: perceived usefulness, perceived easy to use, behavioral intention, and system use. The results indicate that the Turkish and Kazakh teachers hold different perceptions about TAM in online teaching. While the majority of Kazakh teachers expressed negative perceptions about technology usage in online teaching, the Turkish teachers believe in its effectiveness and usefulness in online education.

Due to the recent pandemic situation, the education system has to alter the dynamic in online teaching. The Dogme is the philosophy that can achieve such dynamism. This paper investigates whether or not foreign/second language (L2) learners consider the Dogme online lessons as an inspiring and fluency-driven environment that evokes confidence while conveying information in the target language. The Willingness to Communicate scale (WTC) aimed at determining the perceptions of English language learners about the environment created in online classes that implement the Dogme Approach. For this purpose, we administered the questionnaire to 33 participants (Turkish, Russian, Turkmen, and Arabic), ranging from high school graduates to Master's degree or above holders aged between 16 and 50 at various language centers. The results indicate that the respondents draw inspiration to speak English with the close-knit community and relatives. In contrast, they reluctantly help a foreigner in a critical situation or challenge a dialogue in a formal situation; however, talking to acquaintances seems appealing to them. Despite the unwillingness to communicate in certain circumstances, the students' self-view of fluency turns out to be high. Future research may focus on the application of the Dogme in intensive English programs, English for specific purposes (ESP), teachers' work, and elementary classes.

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The merits of cultural and linguistic diversity are often praised across the world. This setting is very present in Africa in general and Cameroon in particular, a country with 285 local languages, two official languages, English and French, and several lingua francas that are experiencing a rapid rise. While the governmental and scientific effort in setting up what we call a triangular language education system (mother tongue + L2 + L3) is to be commended, it is worth looking at their distribution and use in everyday life to see whether they benefit academics and whether the results are in line with the expectations of policymakers. This research looks at the health of the teaching of English as a second language in Cameroon's multilingual education system and tries to identify factors that may constrain its implementation. The questionnaire administered to 53 ESL teachers from a variety of backgrounds allowed us to conclude that learning ESL in Cameroon is easier when one has some mastery of one's L1 (local language). The absence of a single national language is a hindrance to linguistic development in schools, but if standardized, the CPE could be a solution.