IEP Reading Instruction during the COVID-19 Emergency Remote Teaching

Autor/inn/en	Bentahar, Adil; Alalou, Ali
Titel	IEP Reading Instruction during the COVID-19 Emergency Remote Teaching
Quelle	In: Reading in a Foreign Language, 34 (2022) 2, S.378-399 (22 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Intensive Language Courses; Second Language Learning; Second Language Instruction; Reading Instruction; Teacher Attitudes; COVID-19; Pandemics; Distance Education; Language Teachers; Teaching Methods; Outcomes of Education; Vocabulary Development; Educational Environment; Teacher Student Relationship; English (Second Language); Crisis Management; Likert Scales; Teaching Experience + Suchen Sie Ihr Suchwort? Intensivkurs; Sprachkurs; Zweitsprachenerwerb; Fremdsprachenunterricht; Leseunterricht; Lehrerverhalten; Distance study; Distance learning; Fernunterricht; Language teacher; Sprachunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Lernleistung; Schulerfolg; Wortschatzarbeit; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Teacher student relationships; Lehrer-Schüler-Beziehung; English as second language; English; Second Language; Englisch als Zweitsprache; Krisenmanagement; Likert-Skala
Abstract	Using a mixed method explanatory sequential design, this study investigates intensive English program (IEP) instructors' perceptions of the impact of COVID-19 emergency remote teaching on reading instruction. Forty-four IEP instructors completed an online survey, and seven of them participated in follow-up interviews. Both quantitative and qualitative results confirmed the impact on the teaching of reading. Some instructors reported having to leave out supplemental learning outcomes and focus on core learning objectives only. Most participants also experienced a decrease in student engagement and student-student interaction during reading and vocabulary instruction. However, student-teacher interaction did not seem impacted. This research supports the view that the teaching of reading is contingent upon multiple factors, particularly the instructional environment. (As Provided).
Anmerkungen	National Foreign Language Resource Center at University of Hawaii. 1859 East-West Road #106, Honolulu, HI 96822. e-mail: readfl@hawaii.edu; Web site: https://nflrc.hawaii.edu/rfl/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01