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What Happens in English Class Doesn’t Stay in English Class: How College Writers Remember, Story, and Inhabit the Past in the Present
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Understanding the Learning Experiences of Highly Educated refugees from Iraq and Syria en route to Economic Integration in Luxembourg
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Exploring the Learning Experiences of Study Abroad Participants
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Energy Conservation Theory for Second Language Acquisition (Ect-l2a): A Partial Validation of Kinetic Energy– Aptitude and Motivation
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兒童華語教材中的飲食文化分析:以《學華語向前走》為例 ; Analysis of Food Culture of Chinese Teaching Material for Children — With Reference to “Let’s Learn Chinese”
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A argumentatividade na aula de Português Língua Materna: Uma competência crucial para o desenvolvimento da escrita nos Ensino Básico e Secundário
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La anticortesía verbal en ELE: uso de palabras y expresiones malsonantes como herramienta de afiliación y de cohesión identitaria. Propuestas didácticas
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English language teaching, learning and assessment in Sri Lanka: Policies and practices in the school education system
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COVID-19 Pandemic’s Impact on English Teaching
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Abstract:
Premio extraordinario de Trabajo Fin de Máster curso 2020/2021. Máster en Estudios Ingleses Avanzados (Lingüística Cognitiva/Literatura) y Educación Bilingüe ; The objective of this exploratory mixed-methods study is to analyse the perspective of Spanish Primary Education teachers of English working in Cordoba (Spain) on teaching English as a Foreign Language (EFL) both during and after the lockdown that took place in 2020 due to the COVID-19 pandemic. Semi-structured interviews were conducted with Primary Education EFL teachers who were working during and after the lockdown with the objective of identifying similarities and contrasts between how English was taught before, during and after the pandemic. Following the Grounded Theory (Glaser & Strauss, 1967), the participants’ responses (n = 11) were analysed and classified into general categories and subcategories in order to explore their views on aspects such as methodologies, materials, assessment tools and criteria, organisation with other teachers, relationships with families and the comeback to regular classes. The results show that all participants used the same kind of materials (e.g., LiveWorksheet, Google Classroom, WhatsApp), the majority of them did not carry out online meetings nor did they give a lot of weight to the results of the last term, and they all agreed that online teaching was a lot more work and less enjoyable from both sides: teachers’ and students’.
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Keyword:
COVID-19; Emergency Remote Language Teaching; Mixed-Methods Study; Teachers’ Perceptions; Teaching English as a Foreign Language (TEFL)
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URL: http://hdl.handle.net/10396/22597
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Social Media and Intercultural Learning: An approach to EFL for Secondary Students
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Exploration of secondary EFL teachers' and students' perceptions of extensive reading in English and its implementation in Chinese secondary schools: a longitudinal case study
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Letramento digital em escolares pela mediação do gênero propaganda social ; Digital literacy in school students by mediation social adertisement genre
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Salomão, Tiago Henrique. - : Universidade Tecnológica Federal do Paraná, 2022. : Londrina, 2022. : Brasil, 2022. : Programa de Pós-Graduação em Ensino de Ciências Humanas, Sociais e da Natureza, 2022. : UTFPR, 2022
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Game on: a leitura em jogo na sala de aula de língua estrangeira ; Game on: reading at play in the foreign language classroom
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Vogelmann, Talisson Subtil. - : Universidade Tecnológica Federal do Paraná, 2022. : Curitiba, 2022. : Brasil, 2022. : Programa de Pós-Graduação em Estudos de Linguagens, 2022. : UTFPR, 2022
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Help wanted: the employment trajectory of multilingual transnational teachers
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Quantitative Study of Predictive Relationships Between English Language Proficiency, Academic Growth, and Academic Achievement Assessments in North Georgia
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