Language Education in Emergencies: A Systematic Review

封面

如何引用文章

全文:

详细

In response to the Covid-19 pandemic, education systems around the globe suspended on-site classes and transitioned instruction to various remote environments, creating a distinctive context for teaching and learning. This systematic review brings together the available research in language education within the current emergency setting to examine the state of affairs, as well as the situation’s inherent challenges and opportunities for language learners and teachers. A total of 38 studies were collected to reflect the current trend, with 16 of these in-depth reviewed. Research focusing on learners was dominant. Most research was conducted at the tertiary level. The studies highlighted digital tools that are capable of engaging language learners in an interactive learning experience, though they are unable to replace face-to-face instruction. Outside-of-class support such as extra channels of communication, self-access language learning (SALL) materials, and advising in language learning (ALL) were all found to complement remote learning. It is recommended that teachers try to retain their teaching principles and put them into practice regardless of the abrupt transition. Teachers’ wellbeing can be promoted when teachers accept the changes and see them as opportunities.

作者简介

Athip Thumvichit

Mahidol University

Email: athip.thu@mahidol.edu
ORCID iD: 0000-0002-9201-9862
Athip Thumvichit is an Assistant Professor at Research Institute for Languages and Cultures of Asia, Mahidol University Athip Thumvichit is an Assistant Professor at Research Institute for Languages and Cultures of Asia, Mahidol University. His current research interests revolve around emergency language teaching, teacher agency, and English textbook analysis.

Savika Varaporn

Kasetsart University

Email: savikav@gmail.com
Savika Varaporn is a full-time lecturer at the Department of Foreign Languages, Faculty of Humanities, Kasetsart University, Thailand Savika Varaporn is a full-time lecturer at the Department of Foreign Languages, Faculty of Humanities, Kasetsart University, Thailand. She received her Ph.D. in English Language Teaching from the Language Institute of Thammasat University. Her research interests include EFL reading and multiliteracies.

Vorakorn Tuvachit

Assumption University

Email: vorakorntvc@au.edu
Vorakorn Tuvachit currently works as a full-time lecturer at Institute for English Language Education, Assumption University of Thailand Vorakorn Tuvachit currently works as a full-time lecturer at Institute for English Language Education, Assumption University of Thailand. He holds a Ph.D. in English Language Teaching from Thammasat University. His areas of interests include action research, reflective practice, academic writing, material development, language assessment and testing, and alternative assessment in ELT.

参考

  1. Abdel Latif, M. M. (2018). English language teaching research in Egypt: Trends and challenges. Journal of Multilingual and Multicultural Development, 39(9), 818-829. DOI:https://doi.org/10.1080/01434632.2018.1445259
  2. Ajmal, M., Alrasheedi, S., Keezhatta, M. S., & Yasir, G. M. (2020). Covid-19 and online English language teaching: Students' response and feedback. Asian EFL Journal, 16(52), 39-56.
  3. Al-Shammari, A. H. (2020).Social media and English language learning during Covid-19: KILAW students' use, attitude, and prospective. Linguistics Journal, 14(1), 259-275.
  4. Altman, D. G. (1999). Practical statistics for medical research. Chapman & Hall/CRC Press.
  5. Bell, B. (1994). Editorial.International Journal of Science Education, 16(5), 493-495. DOI:https://doi.org/10.1080/0950069940160501
  6. Black, J., Noltemeyer, A. L., Davis, D. R., & Schwartz, T. (2016). Pre-service teachers' responses to student behavior in a mixed-reality environment. SAGE Open, 1-10. DOI:https://doi.org/10.1177/2158244016633494
  7. Carson, L., & Mynard, J. (2012). Introduction. In J. Mynard, & L. Carson (Eds.), Advising in language learning (pp. 3-25). Pearson Education Limited.
  8. Carvalho, J., Casado, I. S., & Delgado, S. C. (2020). Conditioning factors in the integration of technology in the teaching of Portuguese non-native language: A post-Covid 19 reflection for the current training of Teachers.International Journal of Learning, Teaching and Educational Research, 19(9), 196-219. DOI:https://doi.org/10.26803/ijlter.19.9.11
  9. Cheung, A. (2021). Language teaching during a pandemic: A case study of Zoom use by a secondary ESL teacher in Hong Kong. RELC Journal. DOI:https://doi.org/10.1177/0033688220981784
  10. Conto, A. C., Akseer, S., Dreesen, T., Kamei, A., Mizunoya, S. & Rigole, A. (2020, October). Covid-19: Effects of school closures on foundational skills and promising practices for monitoring and mitigating learning loss (Innocenti Working Paper 2020-13). UNICEF.https://www.unicef-irc.org/publications/1144-covid19-effects-of-school-closures-on-foundational-skills-and-promising-practices.html.
  11. Dalinger, T., Thomas, K. B., Stansberry, S., & Xiu, Y. (2020). A mixed reality simulation offers strategic practice for pre-service teachers.Computers & Education, 144, 103696. DOI:https://doi.org/10.1016/j.compedu.2019.103696
  12. Dalton, D. R., Aguinis, H., Dalton, C. M., Bosco, F. A., & Pierce, C. A. (2012). Revisiting the file drawer problem in meta-analysis: An assessment of published and nonpublished correlation matrices. Personnel Psychology, 65(2), 221-249. DOI:https://doi.org/10.1111/j.1744-6570.2012.01243.x
  13. Farrell, T. S. C., & Stanclik, C. (2021). Covid-19 is an opportunity to rediscover ourselves: Reflections of a novice EFL teacher in Central America. RELC Journal. DOI:https://doi.org/10.1177/0033688220981778
  14. Flores, M. A., & Gago, M. (2020). Teacher education in times of Covid-19 pandemic in Portugal: National, institutional and pedagogical responses. Journal of Education for Teaching, 46(4), 507-516. DOI:https://doi.org/10.1080/02607476.2020.1799709
  15. Gao, L. X., & Zhang, L. J. (2020). Teacher learning in difficult times: Examining foreign language teachers' cognitions about online teaching to tide over Covid-19. Frontiers in Psychology, 11(2396). 1-14. DOI:https://doi.org/10.3389/fpsyg.2020.549653
  16. Gkonou C., Dewaele, J. M., & King, J. (Eds.). (2020). The emotional rollercoaster of language teaching. Multilingual Matters.
  17. Gkonou, C., & Miller, E. R. (2017). Caring and emotional labour: Language teachers' engagement with anxious learners in private language school classrooms. Language Teaching Research, 23(3), 372-387.https://doi.org/10.1177%2F1362168817728739.
  18. Goodman, J. (2014, June). Flaking out: Student absences and snow days as disruptions of instructional time. National Bureau of Economic Research.http://www.nber.org/papers/w20221.
  19. Grant, M. J., & Booth, A. (2009). A typology of reviews: An analysis of 14 review types and associated methodologies. Health information and libraries journal, 26(2), 91-108. DOI:https://doi.org/10.1111/j.1471-1842.2009.00848.x
  20. Guban-Caisido, D. (2020). Language advising as psychosocial intervention for first time self-access language learners in the time of Covid-19: Lessons from the Philippines. Studies in Self-Access Learning Journal, 11(3), 148-163. DOI:https://doi.org/10.37237/110305
  21. Hansen, B. (2011). School year length and student performance: Quasi-experimental evidence. Social Science Research Networking Paper. DOI:https://doi.org/10.2139/ssrn.2269846
  22. Hew, K. F. (2016).Promoting engagement in online courses: What strategies can we learn from three highly rated MOOCS. British Journal of Educational Technology, 47(2), 320-341. DOI:https://doi.org/10.1111/bjet.12235
  23. Hudson, M. E., Voytecki, K. S., & Zhang, G. (2018). Mixed-reality teaching experiences improve preservice special education students' perceptions of their ability to manage a classroom. Journal of Virtual Worlds Research, 11(2), 1-17. DOI:https://doi.org/10.4101/jvwr.v11i2.7308
  24. Kamhi-Stein, L. D., Lao, R. S., & Issagholian, N. (2020). The future is now: Implementing mixed-reality learning environments as a tool for language teacher preparation. TESL-EJ, 24(3), 1-18.
  25. Kato, S., & Mynard, J. (2016). Reflective dialogue: Advising in language learning. Routledge. DOI:https://doi.org/10.4324/9781315739649
  26. Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development. Prentice Hall.
  27. Kuhfeld, M., Soland, J., Tarasawa, B., Johnson, A., Ruzek, E., & Liu, J. (2020). Projecting the potential impacts of Covid-19 school closures on academic achievement (EdWorkingPaper no. 20-226). Annenberg Institute.
  28. Lake, R., & Dusseault, B. (2020, April 3). School systems make a slow transition from the classroom to the cloud. Center for Reinventing Public Education.https://www.crpe.org/thelens/school-systemsmake-slow-transition-classroom-cloud.
  29. Landis, J. R., & Koch, G. G. (1977). The measurement of observer agreement for categorical data. Biometrics, 33, 159-174. DOI:https://doi.org/10.2307/2529310
  30. Li, Y., Wang, K., Xiao, Y., & Froyd, J. E. (2020). Research and trends in STEM education: a systematic review of journal publications.International Journal of STEM Education, 7(11), 1-16. DOI:https://doi.org/10.1186/s40594-020-00207-6
  31. Luan, L., Hong, J.-C., Cao, M., Dong, Y., & Hou, X. (2020). Exploring the role of online EFL learners' perceived social support in their learning engagement: A structural equation model.Interactive Learning Environments. DOI:https://doi.org/10.1080/10494820.2020.1855211
  32. M. Amin, F., & Sundari, H. (2020). EFL students' preferences on digital platforms during emergency remote teaching: Video conference, LMS, or messenger application? Studies in English Language and Education, 7(2), 362-378. DOI:https://doi.org/10.24815/siele.v7i2.16929
  33. Macaro, E., Curle, S., An, J., Pun, J., & Dearden, J. (2017). A systematic review of EMI research. Language Teaching, 51(1), 36-76. DOI:https://doi.org/10.1017/S0261444817000350
  34. MacIntyre, P. D., Gregersen, T., & Mercer, S. (2020). Language teachers' coping strategies during the Covid-19 conversion to online teaching: Correlations with stress, wellbeing and negative emotions. System, 94, 102352. DOI:https://doi.org/10.1016/j.system.2020.102352
  35. McHugh, M. L. (2012).Interrater reliability: The kappa statistic. Biochemia Medica, 22(3), 276-282. DOI:https://doi.org/10.11613/BM.2012.031
  36. Mideros, D. (2020). Out-of-class learning of Spanish during Covid-19: A case study in Trinidad and Tobago. SiSal Journal, 11(3), 199-219. DOI:https://doi.org/10.37237/110308
  37. Moser, K. M., Wei, T., & Brenner, D. (2021). Remote teaching during Covid-19: Implications from a national survey of language educators. System, 97, 102431. DOI:https://doi.org/10.1016/j.system.2020.102431
  38. Motteram, G., Dawson, S., & Al-Masri, N. (2020). WhatsApp supported language teacher development: A case study in the Zataari refugee camp. Education and Information Technologies, 5, 5731-5751. DOI:https://doi.org/10.1007/s10639-020-10233-0
  39. Nwezeh, C. (2011). 12 - Libraries and distance education. In D. Baker, & W. Evans (Eds.). Libraries and Society (pp. 179-192). Chandos Publishing.
  40. Ouzzani, M., Hammady, H., Fedorowicz, Z., & Elmagarmid, A. (2016). Rayyan-a web and mobile app for systematic reviews. Systematic Review, 5, 210. 1-10. DOI:https://doi.org/10.1186/s13643-016-0384-4
  41. Petticrew, M., & Roberts, H. (2006). Systematic reviews in the social sciences: A practical guide. Blackwell. DOI:https://doi.org/10.1002/9780470754887
  42. Reinhardt, J. (2020). Metaphors for social media-enhanced foreign language teaching and learning. Foreign Language Annals, 53(2), 234-242. DOI:https://doi.org/10.1111/flan.12462
  43. Reschly, A. L., Pohl, A. J., & Christenson, S. L. (Eds.). (2020).Student engagement: Effective academic, behavioral, cognitive, and affective interventions at school. Springer Nature.
  44. Richmond, A. S., & Cummings, R. (2005). Implementing Kolb's learning styles into online distance education. International Journal of Technology in Teaching and Learning, 1(1), 45-54.
  45. Rose, H., Briggs, J. G., Boggs, J. A., Sergio, L., & Ivanova-Slavianskaia, N. (2018). A systematic review of language learner strategy research in the face of self-regulation. System, 72, 151-163. DOI:https://doi.org/10.1016/j.system.2017.12.002
  46. Russell, V. (2020). Language anxiety and the online learner. Foreign Language Annals, 53, 338-352. DOI:https://doi.org/10.1111/flan.12461
  47. Sacerdote, B. (2012). When the saints go marching out: Long-term outcomes for student evacuees from Hurricanes Katrina and Rita. American Economic Journal: Applied Economics, 4(1), 109-135. DOI:https://doi.org/10.1257/app.4.1.109
  48. Sepulveda-Escobar, P., & Morrison, A. (2020). Online teaching placement during the Covid-19 pandemic in Chile: Challenges and opportunities. European Journal of Teacher Education, 43(4), 587-607. DOI:https://doi.org/10.1080/02619768.2020.1820981
  49. Siddaway, A.P., Wood, A., & Hedges, L. (2019). How to do a systematic review: A best practice guide for conducting and reporting narrative reviews, meta-analyses, and meta-syntheses. Annual review of psychology, 70, 747-770. DOI:https://doi.org/10.1146/annurev-psych-010418-102803
  50. Soffer, T., & Cohen, A. (2019). Students' engagement characteristics predict success and completion of online courses. Journal of Computer Assisted Learning, 35(3), 378-389. DOI:https://doi.org/10.1111/jcal.12340
  51. Stapleton, P., & Shao, Q. (2017). Research in language teaching over two decades: A retrospective of the first 20 volumes of Language Teaching Research. Language Teaching Research, 22(3), 350-369. DOI:https://doi.org/10.1177/1362168816688929
  52. Strauss, A., & Corbin, J. (1998). Basics of qualitative research: Techniques and procedures for developing grounded theory (2nd ed.). Sage.
  53. Svensson, G., Tronvoll, B., & Slåtten, T. (2008). An assessment of the empirical characteristics of top journals in services marketing. Managing Service Quality: An International Journal, 18(3), 289-304. DOI:https://doi.org/10.1108/09604520810871892
  54. Syahrin, S., & Salih, A. (2020).An ESL online classroom experience in Oman during Covid-19. Arab World English Journal, 11(3), 42-55. DOI:https://doi.org/10.24093/awej/vol11no3.3
  55. Thumvichit, A. (2020). ELT Master's programmes in Thailand: Focused areas and research trends. Journal of Language and Education, 6(4), 171-182. DOI:https://doi.org/10.17323/jle.2020.10532
  56. Thumvichit, A. (2021). English language teaching in times of crisis: Teacher agency in response to the pandemic-forced online education. Teaching English with Technology, 21(2), 14-37.
  57. Veletsianos, G., Collier, A., & Schneider, E. (2015). Digging deeper into learners' experiences in MOOCs: Participation in social networks outside of MOOC s, notetaking and contexts surrounding content consumption. British Journal of Educational Technology, 46(3), 570-587. DOI:https://doi.org/10.1111/bjet.12297
  58. Zheng, Y. (2020). Mobilizing foreign language students for multilingual crisis translation in Shanghai. Multilingua, 39(5), 587-595. DOI:https://doi.org/10.1515/multi-2020-0095

补充文件

附件文件
动作
1. JATS XML
下载


Creative Commons License
此作品已接受知识共享署名 4.0国际许可协议的许可