Correo Electrónico
DNINFOA - SIA
Bibliotecas
Convocatorias
Identidad U.N.
Published
Language Teachers’ Emergency Remote Teaching Experiences During the COVID-19 Confinement
Experiencias con la enseñanza remota de emergencia de docentes de lenguas durante el confinamiento por COVID-19
DOI:
https://doi.org/10.15446/profile.v23n2.90195Keywords:
COVID-19 confinement, emergency remote teaching, language teachers, learning experience, teaching experience (en)confinamiento por COVID-19, enseñanza remota de emergencia, experiencias de aprendizaje, experiencias de enseñanza, profesores de lenguas (es)
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.
Este estudio describe las experiencias y emociones de 26 profesores y 32 docentes de inglés en formación con la enseñanza remota de emergencia. Los datos verbales, recolectados mediante un cuestionario con preguntas abiertas realizado en línea, se analizaron con un análisis semidirigido del contenido. La mayoría de los profesores y la totalidad de los estudiantes reportaron sentimientos negativos relacionados con la falta de interacción y con la brecha digital. La autonomía de algunos estudiantes les permitió afrontar lo primero. Los profesores capacitados en educación a distancia tuvieron mejores experiencias. Así, las instituciones y el Estado deben proporcionar más capacitación y equipamiento para reducir la brecha digital y hacer efectiva la enseñanza remota de emergencia.
References
Allen, M., Bourhis, J., Burrell, N., & Mabry, E. (2002). Comparing student satisfaction with distance education to traditional classrooms in higher education: A meta-analysis. The American Journal of Distance Education, 16(2), 83–97. https://doi.org/10.1207/S15389286AJDE1602_3
Álvarez-Gayou, J. L. (2003). Cómo hacer investigación cualitativa: fundamentos y metodología [How to do qualitative research: Fundamentals and methodology]. Paidós.
Candarli, D., & Yuksel, H. G. (2012). Students’ perceptions of video-conferencing in the classrooms in higher education. Procedia: Social and Behavioral Sciences, 47, 357–361. https://doi.org/10.1016/j.sbspro.2012.06.663
Çelebi, H., Karaaslan, H., & Demir-Vegter, S. (2016). Corpus use in enhancing lexico-grammatical awareness through flipped applications. Journal of Language and Linguistic Studies, 12(2), 152–165.
Cladellas, R., & Castelló, A. (2011). University professors’ stress and perceived state of health in relation to teaching schedules. Electronic Journal of Research in Educational Psychology, 9(1), 217–240.
Comas-Quinn, A. (2011). Learning to teach online or learning to become an online teacher: An exploration of teachers’ experiences in a blended learning course. ReCALL, 23(03), 218–232. https://doi.org/10.1017/S0958344011000152
Conceição, S. C. O. (2006). Faculty lived experiences in the online environment. Adult Education Quarterly, 57(1), 26–45. https://doi.org/10.1177/1059601106292247
Conrad, D. (2004). University instructors’ reflections on their first online teaching experiences. Journal of Asynchronous Learning Networks, 8(2), 31–44. https://doi.org/10.24059/olj.v8i2.1826
Cundell, A., & Sheepy, E. (2018). Student perceptions of the most effective and engaging online learning activities in a blended graduate seminar. Online Learning, 22(3), 87–102. https://doi.org/10.24059/olj.v22i3.1467
Diffenbaugh, N. S., Singh, D., Makin, J. S., Horton, D. E., Swain, D. L., Touma, D., Charland, A., Liu, Y., Haugen, M., Tsiang, M., & Rajaratnam, B. (2017). Quantifying the influence of global warming on unprecedented extreme climate events. PNAS, 114(19), 4881–4886. https://doi.org/10.1073/pnas.1618082114
Garrison, D. R. (1997). Self-directed learning: Toward a comprehensive model. Adult Education Quarterly, 48(1), 18–33. https://doi.org/10.1177/074171369704800103
Garrison, D. R., & Anderson, T. (2003). E-learning in the 21st century: A framework for research and practice (1st ed.). Routledge. https://doi.org/10.4324/9780203166093
Garrison, D. R., Anderson, T., & Archer, W. (1999). Critical inquiry in a text-based environment: Computer conferencing in higher education. The Internet and Higher Education, 2(2–3), 87–105. https://doi.org/10.1016/S1096-7516(00)00016-6
Garrison, D. R., Anderson, T., & Archer, W. (2001). Critical thinking and computer conferencing: A model and tool to assess cognitive presence. http://auspace.athabascau.ca/handle/2149/740
Garrison, D. R., & Vaughan, N. D. (2008). Blended learning in higher education: Framework, principles, and guidelines. John Wiley & Sons. https://doi.org/10.1002/9781118269558
Guichon, N., & Hauck, M. (2011). Editorial: Teacher education research in CALL and CMC: More in demand than ever. ReCALL, 23(3), 187–199. https://doi.org/10.1017/S0958344011000139
Hartley, J. (2007). Teaching, learning and new technology: A review for teachers. British Journal of Educational Technology, 38(1), 42–62. https://doi.org/10.1111/j.1467-8535.2006.00634.x
Hernández-Sampieri, R., Fernández-Collado, C., & Baptista-Lucio, P. (2014). Metodología de la investigación (6th ed.) [Research methodology]. McGraw Hill Education.
Herrera-Díaz, L. E. (2012). Self-access language learning: Students’ perceptions of and experiences within this new mode of learning. Profile: Issues in Teachers’ Professional Development, 14(1), 113–127.
Hodges, C., Moore, S., Lockee, B., Trust, T., & Bond, A. (2020, March 27). The difference between emergency remote teaching and online learning. Educause Review, 27. https://bit.ly/3iEyh68
Houlihan, M., Fraser, I., Fenwick, K. D., Fish, T., & Moeller, C. (2009). Personality effects on teaching anxiety and teaching strategies in university professors. Canadian Journal of Higher Education, 39(1), 61–72. https://doi.org/10.47678/cjhe.v39i1.494
Hsieh, H.-F., & Shannon, S. E. (2005). Three approaches to qualitative content analysis. Qualitative Health Research, 15(9), 1277–1288. https://doi.org/10.1177/1049732305276687
INEGI. (2019). Estadísticas a propósito del día mundial del internet [Statistics on world internet day]. https://bit.ly/2KCRSH1
Juárez-Díaz, C. (2020). Experiencias de los estudiantes de idiomas extranjeros en relación con su estilo de aprendizaje en Educación Superior [Foreign language learners’ experiences regarding their learning style in higher education]. Revista de Estilos de Aprendizaje, 13(26), 118–130. http://revistaestilosdeaprendizaje.com/article/view/1515
Kinchin, I. (2019). Testing the resilience of our educational systems. Journal of Biological Education, 53(3), 235. https://doi.org/10.1080/00219266.2019.1587897
Mali, Y. C. G. (2017). EFL students’ experiences in learning CALL through project based instructions. TEFLIN Journal, 28(2), 170–192. https://doi.org/10.15639/teflinjournal.v28i2/170-192
McAvinia, C. (2016). Online learning and its users: Lessons for higher education. Chandos Publishing.
Muñoz-Marín, J. H., & González-Moncada, A. (2010). Teaching reading comprehension in English in a distance web-based course: New roles for teachers. Profile: Issues in Teachers’ Professional Development, 12(2), 69–85.
Narváez-Rivero, M., & Prada-Mendoza, A. (2005). Aprendizaje autodirigido y desempeño académico. Tiempo de Educar, 6(11), 115–146.
Paulsen, M., Keegan, D., Dias, A., Dias, P., Pimenta, P., Fritsch, H., Follmer, H., Micincova, M., & Olsen, G.-A. (2002). Web-education systems in Europe (ED477513). ERIC. https://files.eric.ed.gov/fulltext/ED477513.pdf
Rosell-Aguilar, F. (2007). Changing tutor roles in online tutorial support for open distance learning through audio-graphic SCMC. The JALT CALL Journal, 3(1–2), 81–94. https://doi.org/10.29140/jaltcall.v3n1-2.37
Rourke, L., Anderson, T., Garrison, D. R., & Archer, W. (2001). Assessing social presence in asynchronous text-based computer conferencing. The Journal of Distance Education, 14(2), 50–71.
Secretaría de Educación Pública. (2019). Principales cifras del sistema educativo nacional [Main figures of the national educational system]. https://bit.ly/3o6SUsI
Sharpe, R., Benfield, G., Roberts, G., & Francis, R. (2006). The undergraduate experience of blended e-learning: A review of UK literature and practice. The Higher Education Academy. https://bit.ly/3o9pWs6
Shield, L., Hauck, M., & Hewer, S. (2001, October). Talking to strangers: The role of the tutor target language speaking skills at a distance. In A. Kazeroni (Chair), Usage des Nouvelles Technologies et Enseignement des Langues Étrangères UNTELE [Symposium]. Compiègne, France.
Sklair, C., & Larrosa, J. (2009). Experiencia y alteridad en educación [Experience and alterity in education]. Homo Sapiens.
Weasenforth, D. (2001, October). ¡Ouch! Real headaches in a virtual classroom. In A. Kazeroni (Chair), Usage des Nouvelles Technologies et Enseignement des Langues Étrangères UNTELE [Symposium]. Compiègne, France.
Whitman, N. A., Spendlove, D. C., & Clark, C. H. (1984). Student stress: Effects and solutions (ED246832). ERIC. https://files.eric.ed.gov/fulltext/ED246832.pdf
Yamey, G., Schäferhoff, M., Aars, O. K., Bloom, B., Carroll, D., Chawla, M., Dzau, V., Echalar, R., Gill, I. S., Godal, T., Gupta, S., Jamison, D., Kelley, P., Kristensen, F., Mundaca-Shah, C., Oppenheim, B., Pavlin, J., Salvado, R., Sands, P., . . . Whiting, E. (2017). Financing of international collective action for epidemic and pandemic preparedness. The Lancet, 5(8), 742–744. https://doi.org/10.1016/S2214-109X(17)30203-6
Yin, R. K. (2011). Qualitative research from start to finish (1st ed.). The Guilford Press.
How to Cite
APA
ACM
ACS
ABNT
Chicago
Harvard
IEEE
MLA
Turabian
Vancouver
Download Citation
CrossRef Cited-by
1. Banatul Murtafi'ah, Intan Pradita. (2024). Social presence as means to humanizing online classroom. Journal of Applied Research in Higher Education, 16(2), p.391. https://doi.org/10.1108/JARHE-05-2022-0160.
2. Ruth McManus, Anna Logan, David Wilders, Caitríona Pennycook. (2024). “A World of Possibilities”: The Future of Technology in Higher Education, Insights from the COVID-19 Experience. Education Sciences, 14(1), p.63. https://doi.org/10.3390/educsci14010063.
3. Asma Maaoui, Dina Tsagari, Hanen Dammak. (2023). The Relationship between Language Educators’ Perceptions and Assessment Practices during the COVID-19 Crisis. Languages, 8(1), p.54. https://doi.org/10.3390/languages8010054.
4. Berna Gün, Müge Gündüz. (2025). Viewing Emergency Remote Teaching Within a Pedagogical Framework: Voices from English as a Foreign Language Instructors. Sage Open, 15(2) https://doi.org/10.1177/21582440251339899.
5. Anne Burns, Rebecca Matteson, Kirsty Phease, Jennifer West. (2023). Second Language Teacher Professional Development. Digital Education and Learning. , p.81. https://doi.org/10.1007/978-3-031-12070-1_5.
6. Scott Kissau, Kristin J. Davin, Laura Price. (2025). Enhancing Online K-12 World Language Instruction: Administrator and Teacher Perspectives. CALICO Journal, 42(2), p.258. https://doi.org/10.3138/calico-2024-0016.
7. Eyup YÜNKÜL. (2022). Always with me even from a distance: Teachers' technology usage skills before and after distance education. Journal of Educational Technology and Online Learning, 5(3), p.636. https://doi.org/10.31681/jetol.1118048.
8. Kardelen ASLAN, Osman SOLMAZ. (2023). An Exploratory Study of EFL Teacher Candidates’ Webinar Experiences During and After the COVID-19 Pandemic. Uludağ Üniversitesi Eğitim Fakültesi Dergisi, 36(2), p.475. https://doi.org/10.19171/uefad.1256068.
9. Golia Mohammadi. (2024). Teachers’ CALL professional development in synchronous, asynchronous, and bichronous online learning through project-oriented tasks: developing CALL pedagogical knowledge. Journal of Computers in Education, 11(2), p.401. https://doi.org/10.1007/s40692-023-00260-4.
10. Gabriela Alhor Martínez, Leticia Araceli Salas Serrano. (2025). Current Challenges and Emerging Teaching English as a Foreign Language Practice. English Language Teaching: Theory, Research and Pedagogy. , p.235. https://doi.org/10.1007/978-981-96-1566-7_10.
11. Félix Estrella. (2022). Ecuadorian university English teachers' reflections on emergency remote teaching during the COVID-19 pandemic. International Journal of Educational Research Open, 3, p.100141. https://doi.org/10.1016/j.ijedro.2022.100141.
12. Sakul Kundra, Nakul Kundra, Awadhesh Kumar Shirotriya. (2023). University students’ perceptions of an ideal English teacher before and during the COVID-19 pandemic: A study. Cogent Arts & Humanities, 10(1) https://doi.org/10.1080/23311983.2023.2245623.
13. Karla Siqueira de Oliveira, Mirian Picinini Méxas, Geisa Meirelles Drumond. (2023). Percepção dos discentes sobre as modalidades de ensino em uma instituição de educação superior brasileira. Perspectivas em Diálogo: Revista de Educação e Sociedade, 10(25), p.242. https://doi.org/10.55028/pdres.v10i25.18245.
14. Dian Zhang. (2022). Affective Cognition of Students’ Autonomous Learning in College English Teaching Based on Deep Learning. Frontiers in Psychology, 12 https://doi.org/10.3389/fpsyg.2021.808434.
15. Erdel Didem. (2022). ERT-Based EFL Instruction and Assessment: Student Reflections on L2 Skill Development. i-manager’s Journal on English Language Teaching, 12(4), p.36. https://doi.org/10.26634/jelt.12.4.18754.
16. Mirna Vidaković. (2023). Learning English for specific purposes via Moodle in emergency situations: The students' perspective. Zbornik radova Filozofskog fakulteta u Pristini, 53(4), p.35. https://doi.org/10.5937/zrffp53-43984.
17. Lilián Parada Alfonso, José María Padilla González, Jaime Hernando Sarmiento Lozano. (2025). Ambientes virtuales de aprendizaje para la mediación e interacción pedagógica en tiempos de la pandemia de COVID-19, revisión de alcance. Diálogos Pedagógicos, 23(45), p.126. https://doi.org/10.22529/dp.2025.23(45)09.
18. Anna Romanik. (2022). Дистанционное обучение русскому языку как иностранному в условиях пандемии коронавируса (преимущества и недостатки). Linguodidactica, 26, p.193. https://doi.org/10.15290/lingdid.2022.26.13.
19. María de los Ángeles Cruz Sánchez, Enrique Vez lópez. (2023). Un Blog para Enseñar Inglés en Preparatoria durante el Confinamiento por Covid-19. Enletawa Journal, 16(2), p.1. https://doi.org/10.19053/2011835X.16876.
20. Robyn Edwards, Joe Terantino. (2025). Self-Determination and Autonomous Digital Language Learning in Mexico: An Exploratory Case Study of Secondary EFL Students. CALICO Journal, 42(2), p.304. https://doi.org/10.3138/calico-2024-0015.
21. Felix Estrella. (2022). RETRACTED ARTICLE: Ecuadorian university English teachers’ reflections on emergency remote teaching during the COVID-19 pandemic. SN Social Sciences, 2(5) https://doi.org/10.1007/s43545-022-00365-0.
22. Ivana M. Krsmanovic. (2022). “Unmute, please!’’: Tertiary Lecturers’ Perceptions on Emergency Remote English Language Teaching During COVID-19 Pandemics. European Journal of Interactive Multimedia and Education, 3(2), p.e02211. https://doi.org/10.30935/ejimed/12272.
23. Adalbert BARAN, Ilona HUSZTI, Ilona LECHNER. (2023). DISTANCE EDUCATION IN 2020-2023: WHAT CAN BE LEARNED FROM THE ACADEMIC LITERATURE?. Dnipro Academy of Continuing Education Herald. Series: Philosophy, Pedagogy, (Vol. 2 No. 2 (2023)), p.69. https://doi.org/10.54891/2786-7013-2023-2-16.
24. Roswita Dressler, Rochelle Guida, Man-Wai Chu. (2023). Canadian Second Language Teachers’ Technology Use Following the COVID-19 Pandemic. The Canadian Modern Language Review, 79(3), p.228. https://doi.org/10.3138/cmlr-2022-0069.
25. Tingting Qin. (2025). Development of Customized Strategies for Emergency Language Teaching Content Based on Big Data. Annals of Data Science, https://doi.org/10.1007/s40745-025-00622-y.
26. Gülin BALIKCIOĞLU AKKUŞ, Murat AKKUŞ, Eda YAPICI. (2022). An Investigation into English Instructors’ Anxiety In Synchronous Online Teaching Platforms. Language and Technology, 4(1), p.15. https://doi.org/10.55078/lantec.1152545.
27. Annjeanette Martin, Maritza Rosas-Maldonado, Paulina Sepulveda-Escobar, Estefania Alvear Aranha. (2024). An ecological analysis of novice EFL teacher professionalism during the COVID-19 pandemic. Professional Development in Education, , p.1. https://doi.org/10.1080/19415257.2024.2436450.
28. Elena Bonta, Raluca Galița. (2022). Online teaching during Covid-19 Pandemic – challenges and solutions around the world. Studies in Linguistics, Culture, and FLT, 10(3), p.66. https://doi.org/10.46687/XODK6156.
29. Emsal Ates Ozdemir, Sercan Saglam, Sarp Erkir. (2024). How Covid-19 Reshaped the Views of the University Instructors on Technology Integration. European Journal of Educational Research, volume-13-2024(volume-13-issue-1-january-2024), p.15. https://doi.org/10.12973/eu-jer.13.1.15.
30. Daniel Murcia, Maria Fernanda Jaime Osorio, Luis Felipe Jaramillo Calderon, Yimmy Alexander Hoyos Pipicano. (2025). GenAI in Language Teaching, Learning, and Assessment: Stakeholders Insights from Two Undergraduate Language Programs. Lenguaje, 53(1S), p.e20314387. https://doi.org/10.25100/lenguaje.v53i1S.14387.
31. Yan Yan, Mengxian Wu. (2025). Application of interactive effect evaluation model in improving computer security management and teaching management. Discover Artificial Intelligence, 5(1) https://doi.org/10.1007/s44163-025-00238-4.
Dimensions
PlumX
Article abstract page views
Downloads
License
Copyright (c) 2021 Catalina Juárez-Díaz, Moises Perales
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
You are authorized to copy and redistribute the material in any medium or format as long as you give appropriate credit to the authors of the articles and to Profile: Issues in Teachers' Professional Development as original source of publication. The use of the material for commercial purposes is not allowed. If you remix, transform, or build upon the material, you may not distribute the modified material.
Authors retain the intellectual property of their manuscripts with the following restriction: first publication is granted to Profile: Issues in Teachers' Professional Development.
