Emergency Distance Education Experiences of EFL Instructors and Students During the COVID-19 Pandemic

This qualitative phenomenological study was designed to gain an in-depth understanding of the lived experiences of English as a Foreign Language (EFL) instructors and learners with emergency distance education in response to the COVID-19 pandemic using the lens of the Technological Pedagogical Conte...

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Bibliographic Details
Published in:Adult learning (Washington, D.C.) D.C.), 2023-11, Vol.34 (4), p.230-243
Main Authors: Kamisli, Merih Ugurel, Akinlar, Aylin
Format: Magazinearticle
Language:English
Subjects:
Access to Computers
Barriers
Classroom communication
College Faculty
College Students
Content analysis
COVID-19
Data Analysis
Distance Education
Distance learning
Education
Educational Experience
English (Second Language)
English as a second language
English as a second language instruction
English teachers
Foreign Countries
Interaction
Internet
Language Teachers
Motivation
Nontraditional Education
Online Courses
Pandemics
Pedagogical Content Knowledge
Second Language Instruction
Second language teachers
Teacher education
Teacher Improvement
Teacher Qualifications
Technology Uses in Education
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Summary:This qualitative phenomenological study was designed to gain an in-depth understanding of the lived experiences of English as a Foreign Language (EFL) instructors and learners with emergency distance education in response to the COVID-19 pandemic using the lens of the Technological Pedagogical Content Knowledge (TPACK) model. Data was collected through a survey including open-ended questions and a series of in-depth interviews with participants from a large state university. The content analysis method was used for the data analysis. Our research showed that instructors experienced challenges of emergency distance education, emotional stress due to the uncertainties and unplanned nature of the abrupt shift. The findings also identified issues that affect instructors’ and students’ motivation such as unstable internet connection, lack of student–teacher and peer interaction, as well as insufficient resources and access due to the digital divide. Implications for improving the teacher training programs and teachers’ application of the TPACK framework are discussed.
ISSN:1045-1595
2162-4070
DOI:10.1177/10451595221094075