Online Language Teaching Research: Pedagogical, Academic and Institutional Issues

Sanz‐Sánchez, Israel; Rivera-Mills, Susana V.; Morin, Regina

doi:10.5399/osu.ubi1

Cited by 3 publications

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Emergency Remote Language Teaching and U.S.‐Based College‐Level World Language Educators’ Intention to Adopt Online Teaching in Postpandemic Times

Jin

Deifell

et al. 2021

The Modern Language Journal

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This study adopted a mixed methods approach to explore the impact of emergency remote language teaching (ERLT) in the spring of 2020 on 662 U.S.-based college-level world language educators' intention to teach languages online in postpandemic times. Quantitative and qualitative data were collected from an online questionnaire and follow-up interviews. The quantitative data were analyzed through exploratory factor analysis, confirmatory factor analysis, and structural path analysis, which identified 3 factors-perceived values of online language teaching, self-confidence in online language teaching, and stress felt during ERLT-having significant positive predictions of world language educators' intention to teach online in the future. All other ERLT-related factors had indirect effects on their intention. Typological analysis was conducted with qualitative data, which revealed primary reasons for the 3 types of intention to teach online in the future. The results indicate that U.S.-based college-level world language educators were generally positive about adopting online language teaching in postpandemic times after the ERLT experience, although many preferred hybrid teaching if given the choice.

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Emergency Remote Language Teaching and U.S.‐Based College‐Level World Language Educators’ Intention to Adopt Online Teaching in Postpandemic Times

Jin

Deifell

et al. 2021

The Modern Language Journal

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Emergency Remote Language Teaching and Learning in Disruptive Times

2022

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Student Preferences After Taking Online, Face-to-Face, and Hybrid Courses on Educational Technology

Samsonov

2021

Handbook of Research on Inequities in Online Education During Global Crises

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A survey-based study aimed at improving the course of educational technology was conducted with undergraduate students from 2018 through 2020. The study is based on an online survey. The results suggest that there is no “one-size-fits-all” mode of teaching; a considerable fraction of responses suggest a preference for online instruction, while the responses demanding face-to-face assistance are less numerous. The largest proportion of choices suggest demand for the blend of both. The study also looked at age and gender as factors influencing the preference of a teaching mode. Teacher presence in online/hybrid courses was found critical. Recommendations for designing an online course based on the study are offered.

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Online Language Teaching Research: Pedagogical, Academic and Institutional Issues

Cited by 3 publications

References 0 publications

Emergency Remote Language Teaching and U.S.‐Based College‐Level World Language Educators’ Intention to Adopt Online Teaching in Postpandemic Times

Emergency Remote Language Teaching and U.S.‐Based College‐Level World Language Educators’ Intention to Adopt Online Teaching in Postpandemic Times

Emergency Remote Language Teaching and Learning in Disruptive Times

Student Preferences After Taking Online, Face-to-Face, and Hybrid Courses on Educational Technology

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