Technology-mediated Crisis Response in Language Studies - Senta Goertler

Technology-mediated Crisis Response in Language Studies - Senta Goertler

8. Language Teachers as ERT Professionals during COVID: A Perspective from Professional Didactics

Technology-mediated Crisis Response in Language Studies - Senta Goertler

Marta Tecedor [+-]
Arizona State University
Marta Tecedor is an assistant professor in Spanish linguistics at Arizona State University. Her primary area of research is computer-assisted language learning. In her current research, she examines how the use of multimedia technologies can be incorporated in the language classroom to promote the development of linguistic, interactional, and intercultural competencies. Her work has appeared in Foreign Language Annals, Hispania, L2 Journal, ReCALL, Computer- Assisted Language Learning, Language Culture and Curriculum, Journal of Pragmatics, and Applied Linguistics.
Inmaculada Gómez Soler [+-]
Dublin City University
Inmaculada Gómez Soler is Assistant Professor at the School of Applied Language and Intercultural Studies at Dublin City University. Her research fits broadly within the discipline of Applied Linguistics and encompasses three main interrelated areas: heritage speaker bilingualism, language teacher development, and language pedagogy. Her recent publications have appeared in Foreign Language Annals, Hispania, Urban Education, and Languages

Description

This chapter provides a snapshot of what it meant for language teachers to transition to online teaching during the first months of the COVID-19 pandemic. Particularly, our study delves into teachers’ attitudes towards online teaching and determines which factors predict such attitudes. Data from 308 language teachers in 43 countries was collected via a survey. A Latent Class Analysis classified participants into three groups according to their attitude: Negative Attitude (n=97); Neutral Attitude (n=145); and Positive Attitude (n=66). Also, the variables Teaching experience, Training during the pandemic, and the interaction between Institution and Training before the pandemic were predictors in the model. These translates in the following trends: (i) teachers with more than 15 years of experience had a higher probability of belonging to the Negative Attitude Class, (ii) Teachers who received training during the pandemic had a higher probability of belonging to the Neutral Class, while those who did not receive training were most likely categorized in the Negative Class, and (iii) Teachers in primary and secondary schools had less positive attitudes than those in language schools and tertiary institutions. Additionally, we explored the content of the training received during the pandemic and the challenges experienced during this time. The results revealed that training focused primarily on low-level skills (i.e., technical competence) and that the areas that set participants apart related to the management of online sessions and motivating students, both of which were reported by a higher percentage of participants in the Positive Attitude group. Regarding challenges, participants reported difficulties motivating students, designing effective activities, and encouraging students to talk during synchronous sessions. The triangulation of these data sources allows us to identify areas in the training that should be emphasized to make training more effective and sustainable, even in moments of crisis.

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Citation

Tecedor, Marta; Soler , Inmaculada Gómez . 8. Language Teachers as ERT Professionals during COVID: A Perspective from Professional Didactics. Technology-mediated Crisis Response in Language Studies. Equinox eBooks Publishing, United Kingdom. p. May 2024. ISBN 9781800504561. https://www.equinoxpub.com/home/view-chapter/?id=45098. Date accessed: 02 Apr 2025 doi: 10.1558/equinox.45098. May 2024

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