COVID-19-Prompted Emergency Distance English Language Education from EFL Students' Perspective: A Scoping Review on Challenges and Responses

Autor/inn/en	Özturk Karatas, Tuçe; Tuncer, Hülya
Titel	COVID-19-Prompted Emergency Distance English Language Education from EFL Students' Perspective: A Scoping Review on Challenges and Responses
Quelle	In: Educational Policy Analysis and Strategic Research, 17 (2022) 4, S.87-111 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Özturk Karatas, Tuçe) ORCID (Tuncer, Hülya)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1949-4270
Schlagwörter	English (Second Language); Second Language Learning; Second Language Instruction; Distance Education; Teaching Methods; Student Attitudes; COVID-19; Pandemics; Barriers; Educational Improvement; Emergency Programs; Foreign Countries; Research Reports; Learning Management Systems; Efficiency; Teacher Student Relationship; Computer Software; Computer Mediated Communication; Higher Education; Language Teachers; Teacher Attitudes; Technological Literacy; Pedagogical Content Knowledge; Turkey; Saudi Arabia; Indonesia; Slovakia; South Korea; Algeria; China + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Distance study; Distance learning; Fernunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Schülerverhalten; Teaching improvement; Unterrichtsentwicklung; Hilfsprogramm; Ausland; Research report; Forschungsbericht; Effectiveness; Effektivität; Wirkungsgrad; Teacher student relationships; Lehrer-Schüler-Beziehung; Computerkonferenz; Hochschulbildung; Hochschulsystem; Hochschulwesen; Language teacher; Sprachunterricht; Lehrerverhalten; Technisches Wissen; Pädagogische Kompetenz; Türkei; Saudi-Arabien; Indonesien; Slowakei; Korea; Republik; Algerien
Abstract	The profound and permanent impact of the COVID-19 pandemic caused a global closure of universities and schools by transforming physical classrooms into online/distance settings. Such a sudden shift resulted in uncertainty in the educational context. During the pandemic, the only way to sustain education was to benefit from distance education, which is defined as Emergency Distance Education. Specifically focusing on English language education in these emergency circumstances, such a distance education might be defined as Emergency Distance English Language Education (EDELE). In such a rush, both challenges and opportunities have been experienced in EDELE. Therefore, recent studies focus on how to respond to those challenges to improve the conditions of EDELE. Thus, this scoping review study aims to first identify (a) challenges experienced during EDELE, and then (b) responses for those challenges during EDELE from the perspectives of English as a Foreign Language (EFL) students. Via NVivo 11 Plus, the scoped studies focusing on EFL students were inductively and thematically analysed. The results revealed the challenges during EDELE centred around five main actions: "changed," "caused," "revealed," "increased," and "decreased." Additionally, thematic analyses of the responses were organized around the implementations or recommendations by three stakeholders: "teachers," "students," and "institutions." The current study contributes to EFL settings in improving distance education circumstances. (As Provided).
Anmerkungen	International Association of Educators. Egitim Fakultesi Dekanligi, Canakkale Onsekiz Mart University, Canakkale 17100, Turkey. e-mail: secretary@inased.org; Web site: https://inased.org/epasrpi/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01