Emergency Remote Education in Foreign and Second Language Teaching

Autor/inn/en	Akbana, Yunus Emre; Rathert, Stefan; Agçam, Reyhan
Titel	Emergency Remote Education in Foreign and Second Language Teaching
Quelle	In: Turkish Journal of Education, 10 (2021) 2, S.97-124 (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Akbana, Yunus Emre) ORCID (Rathert, Stefan) ORCID (Agçam, Reyhan)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2147-2858
Schlagwörter	COVID-19; Pandemics; Second Language Instruction; School Closing; Distance Education; Online Courses; Educational Technology; Technology Uses in Education; Emergency Programs; Educational Research; Elementary Secondary Education; Postsecondary Education; Research Methodology; Language Teachers; Students; Teaching Methods; Institutional Characteristics + Suchen Sie Ihr Suchwort? Fremdsprachenunterricht; School closings; Schule; Schließung; Schließung (von Schulen); Distance study; Distance learning; Fernunterricht; Online course; Online-Kurs; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Hilfsprogramm; Bildungsforschung; Pädagogische Forschung; Post-secondary education; Tertiäre Bildung; Research method; Forschungsmethode; Language teacher; Sprachunterricht; Student; Schüler; Schülerin; Studentin; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	This study aims at tracing the effects of emergency remote education due to Covid-19 on foreign/second language teaching documented in research papers and reports. Employing document analysis, it identifies the research contexts and key findings reported in the studies published between 1 January and 28 October 2020. The findings indicate that a significant number of publications consist of reports presented by practitioners, i.e. schools, governmental authorities and educational foundations, and that the tertiary level is the most frequently covered context in the papers. The analysed publications report slightly more Emergency Remote Teaching (ERT)-driven affordances for teachers than constraints and suggest that both teachers and students are able to turn challenges of ERT into affordances when they receive sufficient support from governmental authorities, schools or peers and benefit from already acquired digital skills and technical infrastructure available. The findings also indicate a gap of research based on classroom data, which would more effectively contribute to an understanding of the challenges and affordances of ERT in language teaching. (As Provided).
Anmerkungen	Turkish Journal of Education. Available from: Mehmet Tekerek. Azerbaycan Avenue 64/22 Onikisubat, Kahramanmaras TR 46040 Turkey. Tel: +90-505-383-7988; e-mail: turjeorg@gmail.com. Web site: https://dergipark.org.tr/en/pub/turje
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01