Planned online language education versus crisis‐prompted online language teaching
Lessons for the future
Bibliographic Data
| ID | 8938992 |
|---|---|
| Authors | Adam Gacs (Department of Linguistics and Germanic Slavic, Asian, and African Languages, Michigan State University East Lansing Michigan), Senta Goertler (0000-0003-1756-4630, Department of Linguistics and Germanic Slavic, Asian, and African Languages, Michigan State University East Lansing Michigan, corresponding author), Shannon Spasova (Department of Linguistics and Germanic Slavic, Asian, and African Languages, Michigan State University East Lansing Michigan) |
| Year | 2020 |
| Volume | 53 |
| Issue | 2 |
| Pages | 380-392 |
| Publication date | 2020-06-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Foreign Language Annals (JOURNAL) |
| Journal identifiers | ISSN: 0015-718X • E-ISSN: 1944-9720 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/flan.12460 |
| OpenAlex | W3034939839 |
| Language | EN |
| Citations received | 59 |
| References cited | 15 |
Online (language) teaching has been found to be as effective as face‐to‐face (F2F) learning (Moneypenny & Aldrich 2016, J. Educators Online , 13, 105–174; Goertler & Gacs, 2018, Die Unterrichtspraxis/Teaching German , 51, 156–174). Online language teaching has different affordances and challenges than F2F teaching, which can be taken into consideration when online language education is carefully planned using a backwards design iterative process (e.g., Meskill & Anthony, 2015, Teaching language online ). In early 2020, many institutions rapidly transitioned away from F2F instruction due to the global pandemic. While this was at times referred to as online teaching, it in fact is not planned online teaching but rather crisis‐prompted remote teaching (Hodges, Moore, Lockee, Trust, & Bond, 2020, Educause Review , 27 March). Given the circumstances and the timeframes for crisis online teaching, quality expectations must be lowered especially in regards to testing security, technological sophistication, accessibility, copyright, and learning outcomes. This article presents a roadmap for planning, implementing, and evaluating online education in ideal and in crisis contexts
Affordance · German · Language education · Linguistics · Mathematics education · Online Teaching · Pedagogy · Social science · Sociology · Sophistication · Computer Science · EFL/ESL Teaching and Learning · Foreign Language Teaching Methods · Psychology · Second Language Learning and Teaching
Program Evaluation and Language Teaching
Navigating the remote language classroom
Why English teaching truth on digital trends as an effort for effective learning and evaluation
Análise de recursos digitais
Online foreign language learning at the tertiary level
Teaching Indonesian Language for Foreign Speakers through Video Conferencing during Pandemic
Student Voices form (Virtual) Language Classrooms
The Contribution of Transformative Pedagogy to the Learning Space of Scholars
Emergency e-learning acceptance in second-cycle institutions in Ghana
Virtual professional development on conflict management for school leaders
Foreign language anxiety in EFL classrooms
Exploring pedagogical perspectives of EFL instructors
Equity Leadership in K–12 Online Communities Under Democratic Duress
The Use of Mobile Instant Messaging in English Language Teaching
Promoting Positive Emotions during the Emergency Remote Teaching of English for Academic Purposes
Insights from a Pre-Pandemic K-12 Virtual American Sign Language Program for a Post-Pandemic Online Era
Enhancing Multimodal Interaction and Communicative Competence through Task-Based Language Teaching (TBLT) in Synchronous Computer-Mediated Communication (SCMC)
EFL Student-Teachers’ Emotional Engagement in an Afterschool Asynchronous Digital Storytelling Task
Collaborative autoethnography in examining online teaching during the pandemic
Revisiting technology-assisted language learning affordances for language components
Teachers' and support staff's views and experiences of digitally mediated EMI courses in two different university contexts
Online collaborative tools for science education
Chinese university EFL learners’ foreign language classroom anxiety and enjoyment in an online learning environment during the Covid-19 pandemic
Perceptions of instructor injustice in Covid-19-imposed online courses
Emergency Remote Language Teaching and U.S.‐Based College‐Level World Language Educators’ Intention to Adopt Online Teaching in Postpandemic Times
Screening EFL Teachers’ and Learners’ Perceptions of Emergency Remote Teaching During Covid-19 Pandemic
Test Review
Positive Psychology in Times of Pandemic—Time Perspective as a Moderator of the Relationship between Resilience and Meaning in Life
A systematic review of research on distance language teaching (2011–2020)
Factor Structure, Measurement Invariance, and Nomological Network of Teaching Presence in Online Foreign Language Education
Emergency Remote Teaching Student Responses to Intensive versus Extensive Course Modalities during the Pandemic
Impact of Distance Learning on writing skills of EFL learners in the Arab Context
Indigenous Language Revitalization
Japanese Language Learning and Teaching During Covid-19
Technology, time and families
The stressors affecting teacher burnout in emergency remote teaching context
Teacher emotions and agency enactment in online teaching
Metacognitive instruction in technology-mediated TBLT
Digital affordances and teacher agency in the context of teaching Chinese as a second language during Covid-19
Dynamicity of language teacher motivation in online EFL classes
Transitioning to emergency online teaching
Boredom in online classes in the Iranian EFL context
Addressing the challenges of interaction in online language courses
The emotional landscape of online teaching
Digital competence and online language teaching
Teaching and learning languages online
Foreign language speaking anxiety, mental health, and online learning
Assisting and Mediating Interaction during Synchronous Online Language Lessons
Factors affecting the quality of online learning in a task‐based college course
Growing intercultural speakers in novice Italian
The speaking proficiency outcomes of face‐to‐face and online intensive summer LCTL programs
Learning to teach world language online during Covid‐19 pandemic
Language anxiety and the online learner
College‐level world language faculty background characteristics and their perceptions of online language teaching during the pandemic
Facilitating technology‐based character learning in emergency remote teaching
Oral Reflection Tasks
A Content Analysis and Meta-Analysis on the Effects of Classcraft on Gamification Learning Experiences in terms of Learning Achievement and Motivation
Recommendations of ELT Students for Four Language Skills Development
How to Cope With Emergency Remote Teaching for University Academics
| Unique citing works | 59 |
|---|---|
| Citations per year | 9,83 |
| Citation span | 2020 - 2026 (7) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 59 |