Transitioning to emergency online teaching: The experience of Spanish language learners in a US university

Ruiz-Alonso-Bartol, Ana; Querrien, Diane; Dykstra, Shelley; Fernández-Mira, Paloma; Sánchez‐Gutiérrez, Claudia

doi:10.1016/j.system.2021.102684

Cited by 10 publications

(10 citation statements)

References 29 publications

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“…These findings may inform teachers and teacher educators on how to reduce boredom so as to improve learners' online learning experience. Similarly tracking learner experiences longitudinally, Ruiz-Alonso-Bartol, Querrien, Dykstra, Fernández-Mira, and Sánchez-Gutiérrez (2022) focused on stress levels among Spanish learners in online classes. They found that learners' stress decreased from the beginning to the end of the semester, although there was variation between individuals.…”

Section: The Special Collectionmentioning

confidence: 99%

Teaching and learning languages online: Challenges and responses

Tao

Gao

2022

System

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Section: The Special Collectionmentioning

confidence: 99%

Teaching and learning languages online: Challenges and responses

Tao

Gao

2022

System

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“…According to Pham and Ho [67], in Vietnam in 2016, only 2% of university students were involved in remote learning. According to Ruiz-Alonso-Bartol et al [68], in the same year in the US, 31.6% of students had taken at least one online course. According to Hebert et al [69], the problem affected not only students but also lecturers.…”

Section: Discussionmentioning

confidence: 99%

Were the Higher Education Institutions Prepared for the Challenge of Online Learning? Students’ Satisfaction Survey in the Aftermath of the COVID-19 Pandemic Outbreak

et al. 2022

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The main purpose of the paper is to evaluate the online teaching process at universities, and detect shortages and gaps in online learning in the aftermath of the COVID-19 pandemic outbreak. The research results are the initial steps leading to the development of a guide and online open access tools supporting academic teachers in the efficient use of an online didactic process, which will be used broadly. The specific objectives are to identify differences in the assessment of online learning among students from different EU countries, to identify differences between face-to-face and online learning among students from the countries surveyed, to assess the attractiveness of online teaching to students in selected EU countries, and to determine the assessment of the preparation of university teachers for online teaching in the countries surveyed. Using a purposive selection method, five EU countries, i.e., Bulgaria, Greece, Italy, Poland, and Sweden, were selected for the study. The study is based on questionnaires. The survey was conducted among 809 student respondents representing the five countries. The study was carried out in 2021 and the research period was 2020–2021 (before and after pandemic restrictions). It was found that students evaluate online courses much better in countries/universities with a long tradition in online teaching and usage of interactive platforms, than in those without them. Students generally evaluated in-person learning better than online learning, and their evaluation depended on their previous experience of online learning. The degree of preparation for the online courses is strongly correlated with the overall evaluation of these courses. The attractiveness of the online courses is strongly conditioned by the content of engaging, involving and stimulating elements. There is the need for the development of interactive tools and training for teachers, which will increase the attractiveness of online classes for students.

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“…We used a convenience sampling strategy, a non-probability purposive sampling involving the deliberate selection of informants based on their capacities and experiences to explain a particular theme, concept, or phenomenon (Rose et al, 2020). Participants were identified via the researchers' own contacts: 82 ELTs were recruited, 42 from Afghanistan and 40 from Egypt.…”

Section: Data Collectionmentioning

confidence: 99%

E‐learning successes with English language teachers in under‐resourced non‐WEIRD contexts

Golzar,

Yacoub,

McKinley

2024

Int J App Linguistics

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While e‐learning has gained prominence globally over the past several years, little is known about the successes English language teachers (ELTs) experience in e‐learning environments in non‐WEIRD (western, educated, industrialized, rich, democratic) contexts where teacher support is limited or unavailable. This two‐stage, primarily qualitative multi‐method study specifically aimed to examine the extent to which ELTs found success through e‐learning in Afghanistan and Egypt. Survey (N = 82) and interview (N = 15) data showed that the teachers reported daunting challenges, including institutional malfunctioning, ineffective policies, absence of facilities and technical knowledge, large heterogeneous classes, students' low emotional investment, negative perceptions, and absence of rigorous and systematic assessment. The teachers also narrated their effective coping strategies to resolve the existing tensions, described how they incorporated the success elements, and how they improved student engagement and learning outcomes. The study provides surprising insights about how the move to emergency online teaching in under‐resourced non‐WEIRD contexts has changed and can inform teaching delivery. We conclude with implications for teachers to develop more effective e‐learning environments in such contexts.

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Transitioning to emergency online teaching: The experience of Spanish language learners in a US university

Cited by 10 publications

References 29 publications

Teaching and learning languages online: Challenges and responses

Teaching and learning languages online: Challenges and responses

Were the Higher Education Institutions Prepared for the Challenge of Online Learning? Students’ Satisfaction Survey in the Aftermath of the COVID-19 Pandemic Outbreak

E‐learning successes with English language teachers in under‐resourced non‐WEIRD contexts

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