Language teachers’ emergency remote teaching experiences during the COVID-19 confinement

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dc.audiencegeneralPublices_MX
dc.contributor.authorJuárez Díaz, Catalina
dc.contributor.authorPerales Escudero, Moisés Damian
dc.creatorJuárez Díaz, Catalina; 0000-0002-8079-5039
dc.creatorPerales Escudero, Moises Damian; 0000-0001-6279-1520
dc.date.accessioned2023-02-07T17:27:13Z
dc.date.available2023-02-07T17:27:13Z
dc.date.issued2021-07-19
dc.description.abstract"This study describes 26 English language teaching faculty members’ and 32 preservice English as a foreign language teachers’ emergency remote teaching experiences and emotions. Verbal data gathered through an online questionnaire with open questions were analyzed using semidirected content analysis. Most faculty and all students reported negative feelings, which were connected with some faculty members’ focus on delivering content without interaction and with insufficient Internet access. Some students’ autonomy allowed them to overcome the first of these challenges. Teachers with online education training reported better experiences. Thus, universities and the State must provide more training and equipment to close the digital gap and ensure effective emergency remote teaching".es_MX
dc.identifierhttps://doi.org/10.15446/profile.v23n2.90195
dc.identifier.urihttps://hdl.handle.net/20.500.12371/17389
dc.language.isoenges_MX
dc.rights.accesopenAccesses_MX
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/4.0es_MX
dc.subject.otherCOVID-19 confinementes_MX
dc.subject.otherEmergency remote teachinges_MX
dc.subject.otherLanguage teacherses_MX
dc.subject.otherLearning experiencees_MX
dc.titleLanguage teachers’ emergency remote teaching experiences during the COVID-19 confinementes_MX
dc.typeArtículoes_MX
dc.type.conacytarticlees_MX
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