Chilean and Spanish teachers’ beliefs and disposition when teaching writing in the pandemic: a contrastive study

Abstract

National and international researches have shown how students and teachers face the teaching of writing. Nevertheless, the pandemic has created new needs of pedagogical research on topics like the teaching of writing in distance learning processes. The research aims to compare pedagogical experiences and practices a group of Chilean and Spanish teachers had during distance learning in the COVID-19 pandemic times. This is a qualitative study that approaches from a digital ethnographic perspective, and it is circumscribed by the socio-critical paradigm. 20 Chilean and 20 Spanish primary school teachers volunteered to participate. They all confronted distance learning after the pandemic started in March 2020. A semi structured interview was conducted to gather data. The obtained information has been processed with the qualitative data analysis software NVivo 12. The answers of the teachers indicate a general change in the pedagogical practices after the pandemic, particularly in the teaching of writing. However, on the one hand, Chilean teachers are especially concerned about the students, on the other hand Spanish teachers are about training. The need of further training in distance teaching of writing can be detected in both contexts.

EFL university students’ perceptions about cross-cultural presentations via videoconferencing

“…Future studies should include more participants and have a higher frequency of presentations. Furthermore, future studies need to explore the perspectives of teachers on such tasks, who play a crucial role in distance education ( Ibáñez et al, 2022 ). More data collection approaches, such as interviews and classroom observations, can be implemented for the participants to elaborate on responses to the survey and reflection essays, thus further triangulating the research finding.…”

Multimodality in language education: implications of a multimodal affective perspective in foreign language teaching

“…Normally, educators deliver corrective feedback through the written modality. Instead, the paradigm shift toward digital and distance learning has accentuated the necessity for enhanced pedagogical training beyond the written modality ( Trigo et al, 2019 ; Ibáñez et al, 2022 ). The incorporation of technology has expanded the scope through which educators can provide multimodal corrective feedback (MCF) to their students.…”