When the Covid-19 pandemic first hit the world in March 2020, all aspects of life were drastically disrupted, and the education sector underwent radical changes. An almost overnight shift from traditional classrooms to delivering instruction online became an enforced necessity rather than an option to continue education during the pandemic, which required teachers around the world to adapt to the new reality on very short notice. Because little research has been undertaken to understand language teaching practices globally during the pandemic from the teachers' perspectives, shedding light on how English as a foreign language (EFL) teachers responded to the emergency remote teaching (ERT) is important. Examining those experiences showed what impact this mode of instruction had on English language teaching in general and what plans there are for more successful teaching practices of similar possible scenarios in the future. This case study approach examined five Palestinian EFL instructors' perceptions and practices shifting to ERT during the Covid-19 outbreak. Through Zoom semi-structured interviews, the respondents reported changes to their pedagogical practices to adjusting to ERT, including changes to their communication, pedagogical, and classroom management strategies. While participants faced pedagogical challenges, as well as issues related to technology, communication, assessment, classroom management, lesson planning, and course delivery, distinct benefits emerged as a result of the switch to online teaching. Furthermore, participants reported their beliefs that online teaching and learning will persist in the post-pandemic era.
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Master of Arts (M.A.)
College of Arts and Humanities
Teaching English to Speakers of Other Languages
Length of Campus-only Access
Masters Thesis (Open Access)
Barri, Eman, "Emergency Remote Teaching (ERT) Forced by the Covid-19 Pandemic: EFL Teachers' Practices and Perspectives Two Years Later" (2022). Electronic Theses and Dissertations, 2020-. 977.
Restricted to the UCF community until May 2022; it will then be open access.