Spanish Pre-Service EFL Teachers’ Perceptions of Emergency Remote Language Teaching

Cristina A. Huertas-Abril; Francisco Javier Palacios-Hidalgo

doi:10.30935/cedtech/12525

Cristina A. Huertas-Abril ¹ ^* , Francisco Javier Palacios-Hidalgo ¹ ^*

More Detail

CONT ED TECHNOLOGY, Volume 14, Issue 4, Article No: ep390

https://doi.org/10.30935/cedtech/12525

Submitted: 30 June 2022, Published Online: 11 October 2022

OPEN ACCESS 1813 Views 760 Downloads

Download Full Text (PDF)

Abstract

This study examines the perceptions of pre-service English as a foreign language (EFL) teachers of their skills to face emergency remote language teaching (ERLT) situations, and to determine whether these vary according to gender, age, university, or course. A cross-sectional survey model was used with 332 pre-service EFL teachers studying in two Spanish universities, an onsite institution, and a distance university. After analyzing the results, it can be said that participants’ ERLT skills are moderate, and they vary significantly according to age, course, and type of university, but no statistically significant differences are found regarding gender. The results can guide teacher trainers and researchers, as they reveal the needs of pre-service EFL teachers to teach effectively in ERLT situations.

Keywords: distance university, English language teaching, teacher education, teacher perceptions

References

Abelló-Contesse, C. (2013). Bilingual and multilingual education: An overview of the field. In C. Abelló-Contesse, P. M. Chandler, M. D. López-Jiménez, & M. R. Chacón-Beltrán (Eds.), Bilingual and multilingual education in the 21^st century: Building on experience (pp. 3-23). Multilingual Matters. https://doi.org/10.21832/9781783090716-005
Albó, L., Beardsley, M., Martínez-Moreno, J., Santos, P., & Hernández-Leo, D. (2020). Emergency remote teaching: Capturing teacher experiences in Spain with SELFIE. In C. Alario-Hoyos, M. J. Rodríguez-Triana, M. Scheffel, I. Arnedillo-Sánchez, & S. M. Dennerlein (Eds.), Addressing global challenges and quality education (pp. 318-331). Springer. https://doi.org/10.1007/978-3-030-57717-9_23
Alshammari, J., Reynolds, R., & Ferguson-Patrick, K. (2021). iPads for cognitive skills in EFL primary classrooms: A case study in Saudi Arabia. English Language Teaching, 14(1), 13-28. https://doi.org/10.5539/elt.v14n1p13
Andrade, M. S. (2016). Global expansion and English language learning. New Directions for Higher Education, 2016(173), 75-85. https://doi.org/10.1002/he.20181
Benson, R., & Brack, C. (2010). Online learning and assessment in higher education: A planning guide. Chandos Publishing. https://doi.org/10.1533/9781780631653
Bordoloi, R., Das, P., & Das, K. (2021). Perception towards online/blended learning at the time of COVID-19 pandemic: An academic analytics in the Indian context. Asian Association of Open Universities Journal, 16(1), 41-60. https://doi.org/10.1108/AAOUJ-09-2020-0079
Cankaya, S., & Durak, G. (2020). Integrated systems in emergency distance education: The Microsoft Teams. Necatibey Faculty of Education Electronic Journal of Science & Mathematics Education, 14(2), 889-920. https://doi.org/10.17522/balikesirnef.827595
Casillas-Martín, S., Cabezas-González, M., & García-Peñalvo, F. J. (2019). Digital competence of early childhood education teachers: Attitude, knowledge and use of ICT. European Journal of Teacher Education, 43(2), 210-223. https://doi.org/10.1080/02619768.2019.1681393
Chacón-Beltrán, R. (2015). Sociolinguistics. UNED Editorial.
Cheung, A. (2021). Language teaching during a pandemic: A case study of Zoom use by a secondary ESL teacher in Hong Kong. RELC Journal. https://doi.org/10.1177/0033688220981784
Council of Europe. (2018). Common European framework of reference for languages: Learning, teaching, assessment. Companion volume with new descriptors. Council of Europe. https://rm.coe.int/common-european-framework-of-reference-for-languages-learning-teaching/16809ea0d4
Eurostat. (2022). Foreign language learning statistics. Eurostat. https://ec.europa.eu/eurostat/statistics-explained/index.php/Foreign_language_skills_statistics
Foulger, T., Graziano, K., Schmidt-Crawford, D., & Slykhuis, D. (2017). Teacher educator technology competencies. Journal of Technology and Teacher Education, 25(4), 413-448.
García-Aretio, L. (2021). COVID-19 y educación a distancia digital: Preconfinamiento, confinamiento y posconfinamiento [COVID-19 and digital distance education: Pre-lockdown, lockdown and post-lockdown]. Revista Iberoamericana de Educación a Distancia [Ibero-American Journal of Distance Education], 24(1), 9-25. https://doi.org/10.5944/ried.24.1.28080
Graham, C. R., Borup, J., Pulham, E., & Larsen, R. (2019). K-12 blended teaching readiness: Model and instrument development. Journal of Research on Technology in Education, 51(3), 239-258. https://doi.org/10.1080/15391523.2019.1586601
Hajar, A., & Manan, S. A. (2022). Emergency remote English language teaching and learning: Voices of primary school students and teachers in Kazakhstan. Review of Education, 10(2), 1-21. https://doi.org/10.1002/REV3.3358
Hidalgo, G. I., Sánchez-Carracedo, F., & Romero-Portillo, D. (2022). Undergraduate student opinions on emergency remote teaching during COVID-19 pandemic. A case study. International Journal of Engineering Education, 38(2), 365-375.
Hodges, C., Moore, S., Lockee, B., Trust, T., & Bond, A. (2020). The difference between emergency remote teaching and online learning. EDUCAUSE Review. https://er.educause.edu/articles/2020/3/the-difference-between-emergency-remote-teaching-and-online-learning
Huertas-Abril, C. A. (2020). Telecollaboration in emergency remote language learning and teaching. 2020 Sixth International Conference on E-Learning (Econf). https://doi.org/10.1109/ECONF51404.2020.9385425
Huertas-Abril, C. A., Palacios-Hidalgo, F. J., & Gómez-Parra, M. E. (2021a). Designing materials for emergency remote language teaching contexts: A qualitative study of pre-service teachers’ experiences. TESL-EJ, 25(2), 1-18. https://bit.ly/3AfxNut
Huertas-Abril, C. A., Palacios-Hidalgo, F. J., & Gómez-Parra, M. E. (2021b). Peer assessment as a tool to enhance pre-service primary bilingual teachers’ training. RIED. Revista Iberoamericana de Educación a Distancia, 24(2), 149-168. https://doi.org/10.5944/ried.24.2.28788
Isnani, N. (2021). Students’ involvement in EFL online classroom during COVID-19 pandemic at senior high school. Technium Social Sciences Journal, 17, 77-89.
Karacan, C. G., & Akoglu, K. (2021). Educational augmented reality technology for language learning and teaching: A comprehensive review. Shanlax International Journal of Education, 9(2), 68-79. https://doi.org/10.34293/education.v9i2.3715
Lan, Y.-J. (2020). Immersion, interaction, and experience-oriented learning: Bringing virtual reality into FL learning. Language Learning & Technology, 24(1), 1-15. https://doi.org/10.1016/bs.plm.2020.03.001
Mcgarr, O., & Mcdonagh, A. (2021). Exploring the digital competence of pre-service teachers on entry onto an initial teacher education programme in Ireland. Irish Educational Studies, 40(1), 115-128. https://doi.org/10.1080/03323315.2020.1800501
Mertens, D. M. (2014). Research and evaluation in education and psychology: Integrating diversity with quantitative, qualitative, and mixed methods. SAGE.
Miao, F., Huang, R., Liu, D., & Zhuang, R. (2020). Ensuring effective distance learning during COVID-19 disruption. Guidance for teachers. UNESCO. https://unesdoc.unesco.org/ark:/48223/pf0000375116
Palacios-Hidalgo, F. J., & Huertas-Abril, C. A. (2021). The potential of English for Social Purposes and Cooperation for emergency remote language teaching: Action research based on future teachers’ opinions. In A. Slapac, P. Balcerzak, & K. O’Brien (Eds.), Handbook of research on the global empowerment of educators and student learning through action research (pp. 68-90). IGI Global. https://doi.org/10.4018/978-1-7998-6922-1.ch004
Papadakis, S. (2018). Evaluating pre-service teachers’ acceptance of mobile devices with regards to their age and gender: A case study in Greece. International Journal of Mobile Learning and Organisation, 12(4), 336-352. https://doi.org/10.1504/IJMLO.2018.095130
Phellas, C. N., Bloch, A., & Seale, C. (2011). Structured methods: Interviews, questionnaires and observation. In C. Seale (Ed.), Research society and culture (pp. 181-205). SAGE.
Rahim, A. F. A. (2020) Guidelines for online assessment in emergency remote teaching during the COVID-19 pandemic. Education in Medical Journal, 12(2), 59-68. https://doi.org/10.21315/eimj2020.12.2.6
Reguant-Álvarez, M., & Torrado-Fonseca, M. (2016). El método Delphi [The Delphi method]. Revista d’Innovació i Recerca en Educació [Journal of Innovation and Research in Education], 9(1), 87-102. https://doi.org/10.1344/reire2016.9.1916
Reinhardt, J. (2019). Social media in second and foreign language teaching and learning: Blogs, wikis, and social networking. Language Teaching, 52(1), 1-39. https://doi.org/10.1017/S0261444818000356
Richardson, J. C., & Swan, K. (2003). Examining social presence in online courses in relation to students’ perceived learning and satisfaction. Journal of Asynchronous Learning Networks, 7(1), 68-88. http://doi.org/10.24059/olj.v7i1.1864
Tabachnick, B. G., & Fidell, L. S. (2019). Using multivariate statistics. Pearson Education.
Thornbury, S. (2016). Communicative language teaching in theory and practice. In G. Hall (Ed.), The Routledge handbook of English language teaching (pp. 242-255). Routledge. https://doi.org/10.4324/9781315676203-20
Toquero, C. M. (2021). Emergency remote education experiment amid COVID-19 pandemic in learning institutions in the Philippines. IJERI: International Journal of Educational Research and Innovation, 15, 162-176. https://doi.org/10.46661/ijeri.5113
Trust, T., & Whalen, J. (2020). Should teachers be trained in emergency remote teaching? Lessons learned from the COVID-19 pandemic. Journal of Technology and Teacher Education, 28(2), 189-199.
UNESCO, & IESALC. (2020). COVID-19 and higher education: Today and tomorrow. Impact analysis, policy responses and recommendations. UNESCO & IESALC. https://unesdoc.unesco.org/ark:/48223/pf0000375693
UNESCO. (2020). Distance learning strategies in response to COVID-19 school closures. UNESCO. https://unesdoc.unesco.org/ark:/48223/pf0000373305
UNESCO. (2021). Global monitoring of school closures caused by COVID-19. UNESCO. https://covid19.uis.unesco.org/global-monitoring-school-closures-covid19/
Whittle, C., Tiwari, S., Yan, S., & Williams, J. (2020). Emergency remote teaching environment: A conceptual framework for responsive online teaching in crises. Information and Learning Sciences, 121(5/6), 311-319. https://doi.org/10.1108/ILS-04-2020-0099
Wintemute, D. (2021). Synchronous vs. asynchronous classes: What’s the difference? The Best Schools. https://thebestschools.org/resources/synchronous-vs-asynchronous-programs-courses/

Citation

Huertas-Abril, C. A., & Palacios-Hidalgo, F. J. (2022). Spanish Pre-Service EFL Teachers’ Perceptions of Emergency Remote Language Teaching. Contemporary Educational Technology, 14(4), ep390. https://doi.org/10.30935/cedtech/12525

Huertas-Abril, C. A., and Palacios-Hidalgo, F. J. (2022). Spanish Pre-Service EFL Teachers’ Perceptions of Emergency Remote Language Teaching. Contemporary Educational Technology, 14(4), ep390. https://doi.org/10.30935/cedtech/12525

Huertas-Abril CA, Palacios-Hidalgo FJ. Spanish Pre-Service EFL Teachers’ Perceptions of Emergency Remote Language Teaching. CONT ED TECHNOLOGY. 2022;14(4), ep390. https://doi.org/10.30935/cedtech/12525

Huertas-Abril, Cristina A., and Francisco Javier Palacios-Hidalgo. "Spanish Pre-Service EFL Teachers’ Perceptions of Emergency Remote Language Teaching". Contemporary Educational Technology 2022 14 no. 4 (2022): ep390. https://doi.org/10.30935/cedtech/12525

Huertas-Abril, Cristina A. et al. "Spanish Pre-Service EFL Teachers’ Perceptions of Emergency Remote Language Teaching". Contemporary Educational Technology, vol. 14, no. 4, 2022, ep390. https://doi.org/10.30935/cedtech/12525

Huertas-Abril CA, Palacios-Hidalgo FJ. Spanish Pre-Service EFL Teachers’ Perceptions of Emergency Remote Language Teaching. CONT ED TECHNOLOGY. 2022;14(4):ep390. https://doi.org/10.30935/cedtech/12525