Research Article

Spanish Pre-Service EFL Teachers’ Perceptions of Emergency Remote Language Teaching

Cristina A. Huertas-Abril 1 * , Francisco Javier Palacios-Hidalgo 1 *
More Detail
1 Faculty of Education and Psychology, University of Córdoba, Córdoba, SPAIN* Corresponding Author
Contemporary Educational Technology, 14(4), October 2022, ep390, https://doi.org/10.30935/cedtech/12525
Published: 11 October 2022
OPEN ACCESS   1904 Views   810 Downloads
Download Full Text (PDF)

ABSTRACT

This study examines the perceptions of pre-service English as a foreign language (EFL) teachers of their skills to face emergency remote language teaching (ERLT) situations, and to determine whether these vary according to gender, age, university, or course. A cross-sectional survey model was used with 332 pre-service EFL teachers studying in two Spanish universities, an onsite institution, and a distance university. After analyzing the results, it can be said that participants’ ERLT skills are moderate, and they vary significantly according to age, course, and type of university, but no statistically significant differences are found regarding gender. The results can guide teacher trainers and researchers, as they reveal the needs of pre-service EFL teachers to teach effectively in ERLT situations.
Keywords: distance university, English language teaching, teacher education, teacher perceptions

CITATION (APA)

Huertas-Abril, C. A., & Palacios-Hidalgo, F. J. (2022). Spanish Pre-Service EFL Teachers’ Perceptions of Emergency Remote Language Teaching. Contemporary Educational Technology, 14(4), ep390. https://doi.org/10.30935/cedtech/12525

REFERENCES

  1. Abelló-Contesse, C. (2013). Bilingual and multilingual education: An overview of the field. In C. Abelló-Contesse, P. M. Chandler, M. D. López-Jiménez, & M. R. Chacón-Beltrán (Eds.), Bilingual and multilingual education in the 21st century: Building on experience (pp. 3-23). Multilingual Matters. https://doi.org/10.21832/9781783090716-005
  2. Albó, L., Beardsley, M., Martínez-Moreno, J., Santos, P., & Hernández-Leo, D. (2020). Emergency remote teaching: Capturing teacher experiences in Spain with SELFIE. In C. Alario-Hoyos, M. J. Rodríguez-Triana, M. Scheffel, I. Arnedillo-Sánchez, & S. M. Dennerlein (Eds.), Addressing global challenges and quality education (pp. 318-331). Springer. https://doi.org/10.1007/978-3-030-57717-9_23
  3. Alshammari, J., Reynolds, R., & Ferguson-Patrick, K. (2021). iPads for cognitive skills in EFL primary classrooms: A case study in Saudi Arabia. English Language Teaching, 14(1), 13-28. https://doi.org/10.5539/elt.v14n1p13
  4. Andrade, M. S. (2016). Global expansion and English language learning. New Directions for Higher Education, 2016(173), 75-85. https://doi.org/10.1002/he.20181
  5. Benson, R., & Brack, C. (2010). Online learning and assessment in higher education: A planning guide. Chandos Publishing. https://doi.org/10.1533/9781780631653
  6. Bordoloi, R., Das, P., & Das, K. (2021). Perception towards online/blended learning at the time of COVID-19 pandemic: An academic analytics in the Indian context. Asian Association of Open Universities Journal, 16(1), 41-60. https://doi.org/10.1108/AAOUJ-09-2020-0079
  7. Cankaya, S., & Durak, G. (2020). Integrated systems in emergency distance education: The Microsoft Teams. Necatibey Faculty of Education Electronic Journal of Science & Mathematics Education, 14(2), 889-920. https://doi.org/10.17522/balikesirnef.827595
  8. Casillas-Martín, S., Cabezas-González, M., & García-Peñalvo, F. J. (2019). Digital competence of early childhood education teachers: Attitude, knowledge and use of ICT. European Journal of Teacher Education, 43(2), 210-223. https://doi.org/10.1080/02619768.2019.1681393
  9. Chacón-Beltrán, R. (2015). Sociolinguistics. UNED Editorial.
  10. Cheung, A. (2021). Language teaching during a pandemic: A case study of Zoom use by a secondary ESL teacher in Hong Kong. RELC Journal. https://doi.org/10.1177/0033688220981784
  11. Council of Europe. (2018). Common European framework of reference for languages: Learning, teaching, assessment. Companion volume with new descriptors. Council of Europe. https://rm.coe.int/common-european-framework-of-reference-for-languages-learning-teaching/16809ea0d4
  12. Eurostat. (2022). Foreign language learning statistics. Eurostat. https://ec.europa.eu/eurostat/statistics-explained/index.php/Foreign_language_skills_statistics
  13. Foulger, T., Graziano, K., Schmidt-Crawford, D., & Slykhuis, D. (2017). Teacher educator technology competencies. Journal of Technology and Teacher Education, 25(4), 413-448.
  14. García-Aretio, L. (2021). COVID-19 y educación a distancia digital: Preconfinamiento, confinamiento y posconfinamiento [COVID-19 and digital distance education: Pre-lockdown, lockdown and post-lockdown]. Revista Iberoamericana de Educación a Distancia [Ibero-American Journal of Distance Education], 24(1), 9-25. https://doi.org/10.5944/ried.24.1.28080
  15. Graham, C. R., Borup, J., Pulham, E., & Larsen, R. (2019). K-12 blended teaching readiness: Model and instrument development. Journal of Research on Technology in Education, 51(3), 239-258. https://doi.org/10.1080/15391523.2019.1586601
  16. Hajar, A., & Manan, S. A. (2022). Emergency remote English language teaching and learning: Voices of primary school students and teachers in Kazakhstan. Review of Education, 10(2), 1-21. https://doi.org/10.1002/REV3.3358
  17. Hidalgo, G. I., Sánchez-Carracedo, F., & Romero-Portillo, D. (2022). Undergraduate student opinions on emergency remote teaching during COVID-19 pandemic. A case study. International Journal of Engineering Education, 38(2), 365-375.
  18. Hodges, C., Moore, S., Lockee, B., Trust, T., & Bond, A. (2020). The difference between emergency remote teaching and online learning. EDUCAUSE Review. https://er.educause.edu/articles/2020/3/the-difference-between-emergency-remote-teaching-and-online-learning
  19. Huertas-Abril, C. A. (2020). Telecollaboration in emergency remote language learning and teaching. 2020 Sixth International Conference on E-Learning (Econf). https://doi.org/10.1109/ECONF51404.2020.9385425
  20. Huertas-Abril, C. A., Palacios-Hidalgo, F. J., & Gómez-Parra, M. E. (2021a). Designing materials for emergency remote language teaching contexts: A qualitative study of pre-service teachers’ experiences. TESL-EJ, 25(2), 1-18. https://bit.ly/3AfxNut
  21. Huertas-Abril, C. A., Palacios-Hidalgo, F. J., & Gómez-Parra, M. E. (2021b). Peer assessment as a tool to enhance pre-service primary bilingual teachers’ training. RIED. Revista Iberoamericana de Educación a Distancia, 24(2), 149-168. https://doi.org/10.5944/ried.24.2.28788
  22. Isnani, N. (2021). Students’ involvement in EFL online classroom during COVID-19 pandemic at senior high school. Technium Social Sciences Journal, 17, 77-89.
  23. Karacan, C. G., & Akoglu, K. (2021). Educational augmented reality technology for language learning and teaching: A comprehensive review. Shanlax International Journal of Education, 9(2), 68-79. https://doi.org/10.34293/education.v9i2.3715
  24. Lan, Y.-J. (2020). Immersion, interaction, and experience-oriented learning: Bringing virtual reality into FL learning. Language Learning & Technology, 24(1), 1-15. https://doi.org/10.1016/bs.plm.2020.03.001
  25. Mcgarr, O., & Mcdonagh, A. (2021). Exploring the digital competence of pre-service teachers on entry onto an initial teacher education programme in Ireland. Irish Educational Studies, 40(1), 115-128. https://doi.org/10.1080/03323315.2020.1800501
  26. Mertens, D. M. (2014). Research and evaluation in education and psychology: Integrating diversity with quantitative, qualitative, and mixed methods. SAGE.
  27. Miao, F., Huang, R., Liu, D., & Zhuang, R. (2020). Ensuring effective distance learning during COVID-19 disruption. Guidance for teachers. UNESCO. https://unesdoc.unesco.org/ark:/48223/pf0000375116
  28. Palacios-Hidalgo, F. J., & Huertas-Abril, C. A. (2021). The potential of English for Social Purposes and Cooperation for emergency remote language teaching: Action research based on future teachers’ opinions. In A. Slapac, P. Balcerzak, & K. O’Brien (Eds.), Handbook of research on the global empowerment of educators and student learning through action research (pp. 68-90). IGI Global. https://doi.org/10.4018/978-1-7998-6922-1.ch004
  29. Papadakis, S. (2018). Evaluating pre-service teachers’ acceptance of mobile devices with regards to their age and gender: A case study in Greece. International Journal of Mobile Learning and Organisation, 12(4), 336-352. https://doi.org/10.1504/IJMLO.2018.095130
  30. Phellas, C. N., Bloch, A., & Seale, C. (2011). Structured methods: Interviews, questionnaires and observation. In C. Seale (Ed.), Research society and culture (pp. 181-205). SAGE.
  31. Rahim, A. F. A. (2020) Guidelines for online assessment in emergency remote teaching during the COVID-19 pandemic. Education in Medical Journal, 12(2), 59-68. https://doi.org/10.21315/eimj2020.12.2.6
  32. Reguant-Álvarez, M., & Torrado-Fonseca, M. (2016). El método Delphi [The Delphi method]. Revista d’Innovació i Recerca en Educació [Journal of Innovation and Research in Education], 9(1), 87-102. https://doi.org/10.1344/reire2016.9.1916
  33. Reinhardt, J. (2019). Social media in second and foreign language teaching and learning: Blogs, wikis, and social networking. Language Teaching, 52(1), 1-39. https://doi.org/10.1017/S0261444818000356
  34. Richardson, J. C., & Swan, K. (2003). Examining social presence in online courses in relation to students’ perceived learning and satisfaction. Journal of Asynchronous Learning Networks, 7(1), 68-88. http://doi.org/10.24059/olj.v7i1.1864
  35. Tabachnick, B. G., & Fidell, L. S. (2019). Using multivariate statistics. Pearson Education.
  36. Thornbury, S. (2016). Communicative language teaching in theory and practice. In G. Hall (Ed.), The Routledge handbook of English language teaching (pp. 242-255). Routledge. https://doi.org/10.4324/9781315676203-20
  37. Toquero, C. M. (2021). Emergency remote education experiment amid COVID-19 pandemic in learning institutions in the Philippines. IJERI: International Journal of Educational Research and Innovation, 15, 162-176. https://doi.org/10.46661/ijeri.5113
  38. Trust, T., & Whalen, J. (2020). Should teachers be trained in emergency remote teaching? Lessons learned from the COVID-19 pandemic. Journal of Technology and Teacher Education, 28(2), 189-199.
  39. UNESCO, & IESALC. (2020). COVID-19 and higher education: Today and tomorrow. Impact analysis, policy responses and recommendations. UNESCO & IESALC. https://unesdoc.unesco.org/ark:/48223/pf0000375693
  40. UNESCO. (2020). Distance learning strategies in response to COVID-19 school closures. UNESCO. https://unesdoc.unesco.org/ark:/48223/pf0000373305
  41. UNESCO. (2021). Global monitoring of school closures caused by COVID-19. UNESCO. https://covid19.uis.unesco.org/global-monitoring-school-closures-covid19/
  42. Whittle, C., Tiwari, S., Yan, S., & Williams, J. (2020). Emergency remote teaching environment: A conceptual framework for responsive online teaching in crises. Information and Learning Sciences, 121(5/6), 311-319. https://doi.org/10.1108/ILS-04-2020-0099
  43. Wintemute, D. (2021). Synchronous vs. asynchronous classes: What’s the difference? The Best Schools. https://thebestschools.org/resources/synchronous-vs-asynchronous-programs-courses/