Teaching and learning languages online
Challenges and responses
Bibliographic Data
| ID | 11987772 |
|---|---|
| Authors | Jian Tao (0000-0002-9573-3084, Shanghai University of Finance and Economics), Xuesong Gao (0000-0002-3426-8721, UNSW Sydney, corresponding author) |
| Year | 2022 |
| Volume | 107 |
| Pages | 102819-102819 |
| Publication date | 2022-05-16 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | System (JOURNAL) |
| Journal identifiers | ISSN: 0346-251X • E-ISSN: 1879-3282 |
| Publisher | Elsevier BV (PUBLISHER) |
| DOI | 10.1016/j.system.2022.102819 |
| OpenAlex | W4280564283 |
| Language | EN |
| Citations received | 40 |
| References cited | 50 |
The outbreak of COVID-19 generated an unprecedented global push towards remote online language teaching and learning. In most contexts, language teachers and learners underwent a rapid switch to online instruction with limited resources and preparation. Their experiences demonstrate resilience, perseverance, and creativity under highly challenging conditions. This collection of studies examines the challenges that language teachers and learners have experienced in teaching and learning online, explores how they have addressed these challenges, and identifies critical lessons to help language educators better respond to emergencies like the COVID-19 pandemic. In this introductory article, we discuss the background of this special collection on teaching and learning languages online, provide a review of the growing body of research on online language education in the field, and introduce the studies published in the collection
Coronavirus disease 2019 (COVID-19 · Creativity · Language acquisition · Language education · Mathematics education · Multimedia · Online learning · Pandemic · Teaching method · Computer Science · Medicine · Online and Blended Learning · Online Learning and Analytics · Psychology · Technology-Enhanced Education Studies
Acquired Versus Learned Systems in Second Language Acquisition
Achieving Joint Attention and Understanding of Task Responsibilities in Synchronous Hybrid L2 Classroom Group Work
Online Language Learning in Colombian Graduate Education
Exploring How Lived Experiences Shape Technology Beliefs and Teacher Agency
The perceptions of selected Ghanaian language teachers about virtual teaching and learning during crises
Research on flipped classrooms in foreign language teaching in Chinese higher education
Challenges and adaptations in online learning
Exploring university students’ preferences and satisfaction in utilizing digital tools for foreign language learning
The influence of online education on pre-service teachers’ academic experiences at a higher education institution in the United Arab Emirates
Traversing multicultural and multilingual educational landscapes in Odisha, India
Reconfiguring Power, Policy and Emotional Labour
Educational System Resilience during the Covid-19 Pandemic—Review and Perspective
Impact of Self-Concept and Self-Efficacy on Foreign Language Learners in Online and Face-to-Face Learning Contexts in China
AI-driven analysis of English learners’ perception, attitude, and motivation in online learning environments
Catalyst
Reconceptualizing language learner agency
Approaching or distancing? Language teachers’ emotional experiences and coping strategies in teaching multilingual international students
Teachers' and support staff's views and experiences of digitally mediated EMI courses in two different university contexts
How eTwinning scaffolds pedagogical transformation through generative AI
Measuring EFL teachers’ teaching anxiety in the online teaching environment
Mapping the Global Landscape
Language Teacher Educator Wellbeing in Online Classes
Language education in a brave new world
Videoed storytelling in primary education EFL
Constructing a self-management competence model for EFL teachers
EFL teachers' burnout in technology enhanced instructions setting
Enhancing communication and reducing anxiety
Languaging and language awareness in the global age 2020–2023
Online peer conferences
The Effect of Electronic Portfolio-Based Writing Instruction on the Second Language Writing Performance and Writing Self-Efficacy of EFL Learners
Deep learning as a bridge between intercultural sensitivity and learning outcomes
Enhancing the global reach and pedagogical diversity of online Chinese language education across cultural contexts
Learning environment matters for university EFL learners’ emotions and approaches to online learning technologies
E‐learning successes with English language teachers in under‐resourced non‐Weird contexts
Collaborative emotion regulation and professional development of student language teachers in online teaching
Rescoping language assessment literacy
The mediating effects of online learning engagement on the relationship between Chinese university students’ L2 grit and their English language achievement
Transcending the boundaries of mode in online language teaching
The road System travelled
Explaining the penetrating role of technology in online foreign language learning achievement
A systematic review of research on online teaching and learning from 2009 to 2018
Learner emotions, autonomy and trait emotional intelligence in ‘in-person’ versus emergency remote English foreign language teaching in Europe
Tracking telecollaborative tasks through design, feedback, implementation, and reflection processes in pre-service language teacher education
Using Scaffolding Materials to Facilitate Autonomous Online Chinese as a Foreign Language Learning
The interaction patterns of pandemic-initiated online teaching
Pre-service EFL teachers’ conceptions and strategy use in managing online classes
Learners' flow experience during peer revision in a virtual writing course during the global pandemic
Remote teaching during Covid-19
Language teacher agency in emergency online teaching
Understanding English teachers’ non-volitional use of online teaching
Investigating the link between engagement, readiness, and satisfaction in a synchronous online second language learning environment
Language teachers’ coping strategies during the Covid-19 conversion to online teaching
I took physical lessons for granted”
Digital affordances and teacher agency in the context of teaching Chinese as a second language during Covid-19
Mapping connections among activism interactional practices and presence in videoconferencing language learning
Modified output and learner uptake in casual online learner-learner conversation
Chinese character instruction online
Conversation and transcription activities with synchronous video computer-mediated communication
Parental support for young learners’ online learning of English in a Chinese primary school
Synchronous online teaching, a blessing or a curse? Insights from EFL primary students’ interaction during online English lessons
Transitioning to emergency online teaching
Boredom in online classes in the Iranian EFL context
Addressing the challenges of interaction in online language courses
Language learners’ enjoyment and emotion regulation in online collaborative learning
The emotional landscape of online teaching
Digital competence and online language teaching
Translanguaging/trans-semiotizing in teacher-learner interactions on social media
Stimulating learner engagement in app-based L2 vocabulary self-study
Experienced EFL teachers switching to online teaching
We were told that the content we delivered was not as important
Facilitating technology‐based character learning in emergency remote teaching
Creating and sustaining virtual language communities
Establishing professional online communities for world language educators
Planned online language education versus crisis‐prompted online language teaching
Factors affecting the quality of online learning in a task‐based college course
Teacher professional development and online instruction
Digitally mediated remote learning of pragmatics
Language teacher perspectives on stress and coping
Developing L2 productive language skills online and the strategic use of instructional tools
Collaborative tasks for online language teaching
A process tracing study of the dynamic patterns of boredom in an online L3 course of German during Covid‐19 pandemic
Negotiating displacement, regaining community
The new normal
| Unique citing works | 40 |
|---|---|
| Citations per year | 13,33 |
| Citation span | 2023 - 2026 (4) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 39 |