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Transforming foreign language education: exploring educators’ practices and perspectives in the (post-)pandemic era

  • The COVID-19 pandemic necessitated significant changes in foreign language education, forcing teachers to reconstruct their identities and redefine their roles as language educators. To better understand these adaptations and perspectives, it is crucial to study how the pandemic has influenced teaching practices. This mixed-methods study focused on the less-explored aspects of foreign language teaching during the pandemic, specifically examining how language teachers adapted and perceived their practices, including rapport building and learner autonomy, during emergency remote teaching (ERT) in higher education institutions. It also explored teachers’ intentions for their teaching in the post-pandemic era. An online survey was conducted, involving 118 language educators primarily from Germany, with a smaller representation from New Zealand, the United States, and the United Kingdom. The analysis of participants’ responses revealed issues and opportunities regarding lesson formats, tool usage, rapport, and learner autonomy. Our findings offer insights into the desired changes participants envisioned for the post-pandemic era. The results highlight the opportunities ERT had created in terms of teacher development, and we offer suggestions to enhance professional development programmes based on these findings.

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Author of HS ReutlingenMatt, Eva
Erschienen in:Education Sciences
Place of publication:Basel
Document Type:Journal article
Publication year:2023
Tag:Education; emergency remote teaching; learner autonomy; online learning tools; rapport; social presence; teacher development
Page Number:19
First Page:1
Last Page:19
Article Number:601
DDC classes:370 Erziehung, Schul- und Bildungswesen
Open access?:Ja
Licence (German):License Logo  Open Access
Licence (German):License Logo  Creative Commons - CC BY - Namensnennung 4.0 International