The COVID-19 pandemic has catalyzed a new era in English as a Foreign Language (EFL) learning and teaching by shifting EFL education from the face-to-face learning paradigm to the online and distance learning paradigm. Teachers and students have faced several challenges such as choosing appropriate web tools for presenting content either synchronously or asynchronously, motivating students to participate, and assessing students' learning. Additionally, this shift to emergency remote online learning represents a challenge for students, particularly with managing their own learning. Taking into account that many students attend low-income schools with limited resources that lack reliable access to the internet and computers, this shift has resulted in growing equity gaps. Likewise, transitioning to emergency remote teaching has revealed a lack of digital competency and readiness amongst teachers. English as a Foreign Language in a New-Found Post-Pandemic World presents an overview of various tools, designs, and strategies utilized to provide digital teaching and assessment of the English language, shares research on using digital technologies for supporting English language learning, and identifies promising areas and directions for future innovations, applications, and research in digital English language learning and teaching. Covering critical topics such as digital teacher education, language learning environments, and online instructional tools, this reference work is crucial for administrators, policymakers, teacher educators, special educators, educational technologists, researchers, scholars, academicians, practitioners, instructors, and students.
Author(s): Walaa M El-Henawy, Maria del Mar Suárez
Publisher: IGI Global
Year: 2022
Language: English
Pages: 406
City: Hershey
Tags: Technology, EFL, teaching English, post-pandemic world
Preface................................................................................................................................................. xvi
Acknowledgment...............................................................................................................................xxii
Section 1
EFL Learning and Teaching in a Post-Pandemic World
Chapter 1
From Face-to-face to Online Foreign Language Teaching: Capitalising on Lessons Learned
During COVID-19 .................................................................................................................................. 1
Stavroula Nikitaki, Cyprus University of Technology, Cyprus
Salomi Papadima-Sophocleous, Cyprus University of Technology, Cyprus
Anna Nicolaou, Cyprus University of Technology, Cyprus
Chapter 2
COVID-19 Pandemic’s Impact on English as a Foreign Language Teaching in Spain........................ 29
Irene Paula Gallegos Ibarra, Universidad de Córdoba, Spain
Cristina A. Huertas-Abril, Universidad de Córdoba, Spain
Chapter 3
Students’ Self-Directed Learning Techniques and Attitudes Toward Online English Language
Learning................................................................................................................................................ 51
Peter J. O. Aloka, Wits University, South Africa
Chapter 4
English Learners’ Self-Regulated Learning Strategies: A Comparison of Their Experiences in
Face-to-Face and Online Education...................................................................................................... 67
Merve Vezir, Afyon Kocatepe University, Turkey
Cahit Erdem, Afyon Kocatepe University, Turkey
Chapter 5
EFL Teachers’ Challenges and Coping Strategies in Emergency Remote Teaching During the
COVID-19 Pandemic............................................................................................................................ 93
Hafez Alhammadeh Al Issa, Kocaeli University, Turkey
Hazem Kairouz, Kocaeli University, Turkey
Dogan Yuksel, Kocaeli University, Turkey
Chapter 6
Silver Linings: From Emergency Remote Teaching to EAP Resiliency............................................. 117
Cristina Tat, Kwansei Gakuin University, Japan
Sean Eric Kil P. Gay, Kwansei Gakuin University, Japan
Bradley D. F. Colpitts, Kwansei Gakuin University, Japan
Thomas P. Stones, Kwansei Gakuin University, Japan
Lucas A. Dickerson, Kwansei Gakuin University, Japan
Mahboubeh Rakhshandehroo, Kwansei Gakuin University, Japan
Chapter 7
Foreign Language Writing Boredom and Anxiety in Online Classes: The Impact of Freewriting .... 143
Mehmet Asmalı, Alanya Alaaddin Keykubat University, Turkey
Chapter 8
Pre-Service EFL Teacher Candidates’ Concerns Over Digital Language Assessment and Test
Anxiety................................................................................................................................................ 164
Ferit Kılıçkaya, Burdur Mehmet Akif Ersoy University, Turkey
Chapter 9
Using Digital Storytelling as a Tool for Reflection in the Libyan EFL Literature Classroom ........... 182
Fatma Abubaker, University of Glasgow, UK
Hana A. El-Badri, University of Benghazi, Libya
Section 2
EFL Learning Environments and Instructional Designs in a Post-Pandemic World
Chapter 10
Social Impact of Digital English Language Learning Environments................................................. 207
Peter J. O. Aloka, Wits University, South Africa
Chapter 11
Online Community Projects and Post-Pandemic EFL Curricula in Secondary Schools.................... 226
Lesley June Fearn, Open University, UK
Chapter 12
Promoting Interaction for Language Learners in Blended Learning Environments Through OEIP .. 250
Yi Lu, Pepperdine University, USA
Jennifer Miyake-Trapp, Pepperdine University, USA
Kevin M. Wong, Pepperdine University, USA
Chapter 13
Fostering Social Language Learning in Massive Online Courses: The Role of Discussion Forums
and Social Media................................................................................................................................. 271
Paz Díez-Arcón, Universidad Nacional de Educación a Distancia, Spain
Elena Martín-Monje, Universidad Nacional de Educación a Distancia, Spain
Chapter 14
Using Computer-Mediated Communication and Virtual Instruction to Develop L2 Pragmatic
Ability: The Speech Act of Making Suggestions................................................................................ 292
Ying Zhang, University of Utah, USA
Chapter 15
Integrating Virtual Exchange Practices and Digital Instructional Tools in EFL Courses at
University Level.................................................................................................................................. 312
Anca Daniela Frumuselu, Universitat de Lleida, Spain
Andrea Roxana Bellot, Universitat Rovira i Virgili, Spain
Compilation of References ............................................................................................................... 329
About the Contributors.................................................................................................................... 379
Index................................................................................................................................................... 385
