Differences in the Intensity and the Nature of Foreign Language Anxiety in In-Person and Online EFL Classes during the Pandemic: A Mixed-Methods Study

This paper explores differences in 437 learners' "foreign language classroom anxiety" (FLCA) in in-person and online English as a Foreign Language (EFL) classes before the outbreak of the pandemic and during the first lockdown in spring 2020. Statistical analyses of data gathered with a web survey revealed a slight, yet significant drop in learners' overall FLCA in "emergency remote teaching." In order to obtain a more granular view, item-level analyses revealed that learners in online classes were significantly less worried about being outperformed by peers, suffered less from physical symptoms of anxiety when called on in class, and were less anxious when they were in fact well-prepared. Feeling embarrassed to volunteer answers was significantly higher in online classes. Interviews with 21 participants revealed that the interviewees mentioned anxiety-provoking aspects of the class considerably more frequently online than in in-person classes. However, the sources of anxiety in online classes differed from the ones in classes taught on-site. Thus, it seems that the newness of the setting foregrounded anxiety-provoking aspects specific to emergency remote teaching, making others fade into the background at the beginning of the pandemic.

Playful Learning During the Reopening of Danish Schools After Covid 19 Closures

This article is based on qualitative and quantitative data collected from teachers and pupils in Danish schools in June 2020, as schools reopened following closures in the spring due to the COVID-19 pandemic. It investigates the transformations in school life that took place in this period in response to strict official guidelines to prevent the spread of infection, transformations both in school learning environments and in teaching activities. Using factor and cluster analyses and logistic regression, it explores the relation between teaching environment and pupils' emotional, social, and academic wellbeing, identifying correlations between key factors in the environment and the three dimensions of wellbeing. The study contributes both to understanding and dealing with the crisis in which education systems in the Nordic countries have found themselves in and adds relevant knowledge on themes of importance for education in the future.

Technology, the flipped classroom, and exigent paradigm shifts or being forced into the present

Princeton University, including the various language programs it offers, has intentionally resisted distance learning for decades, primarily out of a desire to concentrate on the residential undergraduate educational experience. In New Jersey, USA, state-level restrictions and institutional decisions resulted in the closure of campus instructional spaces from the halfway point of the 2020 spring semester through the end of the 2020-2021 academic year, with further precautions, mitigations, and flexible responses throughout the following academic year, including but not limited to frequent reversion to remote instruction during periods of high incidence, interior masking requirements, and social distancing when possible in classroom spaces. For the past six years, I have also redesigned, expanded, and aligned our second-year German program with the first year, which is based on a high-frequency core vocabulary and the development of contextual reading strategies, among other approaches (for a detailed description of approach, form, and function, see Oberlin, in press). Of the many tools and approaches considered during this frantic and bewildering week, one stands out: the application of outside-of-class student-to-student communication via Zoom or other video-conferencing technologies with written follow-up to fulfill a number of desiderata: (1) that students speak more in an alternate assignment format given the realities of affective and technological hurdles while using video conferencing software;(2) that they are provided with an unsupervised opportunity to speak in an effort to reduce anxiety;(3) that self-scheduled partner work might offer flexibility necessary during home-based study and the various complications and distractions that entails, particularly during a period of ongoing disruptions;and (4) that a written response to this oral communication would generate classroom discussion, deepen engagement with materials, and present instructors with another avenue for teacher-student feedback and the assessment of sentence- or paragraph-level writing.

Notes from the editors

We are delighted to announce the release of the first issue of the eleventh volume of IJELS. Our January 2023 issue consists of a diverse selection of topics ranging from linguistic literacy to music literacy. The papers you are about to read cover current issues, including, Mitigation Effects on Pedagogy and Resilience, Turkish Language Curriculum and PISA 2018 Reading Skills Test, Pre-service Teachers' Metaphoric Perceptions on Reading and Reading Disability, Effect of Peer-Assisted Techniques on Students' Reading Skills and Attitudes towards Reading, Vocabulary Learning Strategies Used by Saudi University Students in Pair Work, Expert Opinions on Improving Writing Skills, Development of Persuasive Speaking Skills Rubrics, Children's Literature in the Digital Age, Effect of Theatre and Drama Practices on Social Anxiety, School Administrators' Competencies during COVID-19 Outbreak, Adolescents' Personal Values and Self-Efficacy Perceptions, Effect of School Closures on the Teaching and Learning of English during the COVID-19 Pandemic, Bilingualism on the News Headlines, Monolingual Turkish and Bilingual Turkish-Italian Children's Use of Tense-Aspect-Modality Markers, Evaluation on Turkish Teaching Accounts on Instagram, Being a Social Studies Teacher and Student in the COVID-19 Period, Effect of Retro Walking Training on Dynamic Balance in Sedentary Individuals with Hearing Impairment, Sportsmanlike Behaviors and Self-Confidence of School of Physical Education and Sports Students, School Administrators' Agile Leadership and Innovation Management Competencies, Music Education in relation to Social Intelligence and Communication Skills Levels, Evaluation of Students' Cognitive and Conceptual Learning Levels in Middle School Music Lessons, Evaluation of Music Teaching Undergraduate Programs, and Somaesthetics Approaches in Music and Performance Education.

Factors Affecting Interaction in Online EFL Courses: A Multiple Case Study of Instructors' Perspectives

Çevrimiçi bir kursta eǧitmenler ve öǧrenciler arasındaki kişilerarası etkileşimi çeşitli faktörler etkileyebilir. Bu çalışma, Türkiye'de çeşitli üniversitelerde görev yapan altı çevrimiçi yabancı dil olarak Íngilizce dersleri veren öǧretim elemanının çevrimiçi derslerinde etkileşimi artırdıǧına inandıkları faktörlere ilişkin görüş ve tutumlarını araştırmayı ve ilgili literatüre katkıda bulunmayı amaçlamaktadır. Íşbirlikli araştırma kapsamında, amaçlı örnekleme tekniǧinin kullanılması ve katılımcılarla yarı yapılandırılmış görüşmelerin yapılması, koronavirüs pandemisi (COVID-19) nedeniyle bir acil uzaktan öǧretim ortamında çevrimiçi eǧitim vermek üzere görevlendirilen bu öǧretim elemanlarının tutum ve görüşlerinin betimlenmesi için en iyi fırsatı saǧlamıştır. Nihai sonuç, çevrimiçi derslerinde kişilerarası etkileşimi etkilemeyi amaçlayan deneyimli ve deneyimsiz çevrimiçi öǧretim elemanları tarafından kullanılabilecek etkileşimi etkileyen çeşitli faktörler ve stratejiler içermektedir. Tüm katılımcılar çevrimiçi kurslar sırasında daha kaliteli etkileşim saǧlanması gerektiǧini ifade ederken, istenen etkileşim düzeyine ulaşma çabalarında karşılaştıkları engeller görüşmelerin ana gündemini oluşturmuştur. Görüşme verilerinden ortaya çıkan kodlar halinde kategorize edilen ana temaları oluşturan ders yapısı faktörlerinin, çevre ve medya etkilerinin, geri bildirim ve deǧerlendirme tekniklerinin ve söylem kolaylaştırıcılarının rolünü tartışmışlardır.Alternate :A variety of factors might impact interpersonal interaction between instructors and students in an online course. This study seeks to explore the opinions and attitudes of six EFL instructors working at various universities in Turkey regarding the factors they believe increase interaction in their online courses and to contribute to the pertinent literature. Within the scope of collaborative research, the use of purposeful sampling technique and semi-structured interviews with the participants provided the best opportunity to describe the attitudes and opinions of these instructors who were assigned to teach online in an emergency remote teaching environment due to the coronavirus pandemic, COVID-19. The end result includes a variety of factors and strategies influencing interaction that can be used by novice and experienced online instructors aiming to influence interpersonal interaction in their online courses. While all the participants expressed the need to provide higher quality interactions during the online courses, the obstacles they face in their efforts to reach the desired level of interaction were the main agenda of the interviews. They discussed the role of course structure factors, environment and media effects, feedback and assessment techniques, and discourse facilitators, which constituted the main themes that were categorized into codes emerging from the interview data.

Student satisfaction and perceived learning in an online second language learning environment: A replication of Gray and DiLoreto (2016)

The current study is an approximate replication of Gray and DiLoreto's (2016) study, which proposed a model predicting that course structure, learner interaction and instructor presence would influence students' perceived learning and satisfaction in online learning, with student engagement acting as a mediator between two of the predictors and the outcome variables. Using mixed methods, the current study investigated whether Gray and DiLoreto's model would be able to explain the relationships among the same variables in a computer-assisted language learning environment. A mediation analysis was conducted using survey responses from a sample of 215 college-level students, and qualitative analysis was conducted on the survey responses from a subsample of 50 students. Similar to Gray and DiLoreto's study, positive correlational relationships emerged between the variables. However, the model proposed by Gray and DiLoreto did not fit our data well, leading us to suggest alternative path-analytic models with both student engagement and learner interaction as mediators. These models showed that the role of course organization and instructor presence were pivotal in explaining the variation in students' perceived learning and satisfaction both directly and indirectly via student engagement and learner interaction. Moreover, qualitative analysis of students' responses to open-ended questions suggested that from students' perspectives, course structure was the most salient factor affecting their experiences within online language learning contexts, followed by learner interaction, and then by instructor presence.

"COVID has Brought Us Closer”: A Proleptic Approach to Understanding ESL Teachers' Practices in Supporting ELLs In and After the Pandemic

This paper uses "prolepsis,” a process of reaching into the past to inform present and future practices, to understand 12 English-as-a-second language (ESL) teachers' practices of supporting English language learners (ELLs) through remote teaching during the COVID-19 pandemic from 2020-2021 in British Columbia and to envision some different current and future post-pandemic classroom literacies for diverse learners. Accounts of these ESL teachers' synthetical moments of teaching and supporting ELLs during the pandemic suggest that they had to navigate "new” areas of teaching, including attending to students' social-emotional learning (SEL), connecting with ELL parents, teaching and engaging students via technology-supported instruction, and co-teaching with mainstream teachers, on the basis of limited or no pre-pandemic experience. These insights suggest a need to widen the focus on ESL teachers' knowledge and expertise in applied linguistics and instructional strategies to include classroom literacies in integrating SEL into ESL instruction, adopting interactive, student-driven instructional designs and practices afforded by multimodal technologies, maintaining multiple channels of communication with parents and students, and team-teaching with classroom teachers to provide tailored language support for ELLs.

TikTok and Public Health Storytelling: An!Educational Tale

Though information technology has been edging its way into English education for years, students and teachers were thrown into new digital dilemmas in 2020 when the onset of COVID-19 normalized digital learning. The emergence of TikTok as a primary communication tool, especially for high school youth, quickly became worrisome. Not only was the app used for entertainment and surrogate social interaction, but it also became a platform for public health mis- and disinformation concerning COVID-19. English teachers have much to learn from the precarious endeavor of using social media to address urgent literacy issues, including public health literacy. What can or should English educators do about the amplification of dangerous content on TikTok? What are the risks, challenges, and affordances of supervised engagement? The pandemic amplified global precarity, highlighting disproportionate vulnerabilities based on age, race, gender, and other intersectional factors. Humans' interdependence underscores the need to examine unequal conditions in the English classroom.

Instructor's Written Feedback in Emergency Remote Teaching: EFL Learners' Perspectives

Dil eǧitiminde öǧretmenin geri bildirimi, öǧrencilere bireyselleştirilmiş ilgi saǧladıǧından oldukça deǧerli kabul edilir. Uzaktan eǧitimde öǧrenciler ve öǧretmen arasında kişisel etkileşim yokluǧu hesaba katıldıǧında, öǧretmen tarafından saǧlanan geri bildirimlerin yüz yüze eǧitime göre daha önemli bir rol oynaması beklenir. Çünkü bu geri bildirimler sadece öǧrencilerin performansının artmasına yardımcı olmakla kalmaz, öǧrenciler ve öǧretmen arasında güçlü bir ilişki kurmak için de araç görevi görür. Buna dayanarak, vaka çalışması olarak tasarlan bu makalede, üniversite düzeyinde yabancı dil olarak Íngilizce öǧrenen öǧrencilerin, acil uzaktan öǧretimde üniversitenin uzaktan eǧitim platformundaki yazı ödevlerine öǧretmenleri tarafından saǧlanan yazılı geri bildirimlere ilişkin bakış açıları ortaya konulmaya çalışılmıştır. Veriler, sekiz Íngilizce hazırlık sınıfı öǧrencisi ile yapılan görüşmeler ve öǧretmenin araştırma günlüǧüyle toplanmıştır. Elde edilen veriler tematik olarak analiz edilmiştir. Bulgular, öǧrencilerin yazılı geri bildirimler hakkında olumlu görüşlere sahip olduǧunu göstermiştir. Öǧrenciler, öǧretmen tarafından saǧlanan geri bildirimlerin kişiler arası bir yönü olduǧunu, onlara duyuşsal destek verdiǧini ve hedef dilde gelişmelerine yardımcı olduǧunu ifade etmişlerdir. Ayrıca üniversitenin çevrim içi uzaktan eǧitim platformunun geri bildirim vermek için kullanılması, öǧrencilere geri bildirim belgelerine istedikleri zaman ulaşma fırsatı sunması nedeniyle yararlı bulunmuştur. Çalışmanın sonuçları dil öǧretmenlerinin yazılı geri bildirim verme yöntemlerine ilişkin yeni bakış açıları saǧlayabilir.Alternate :In language education, instructor's feedback is considered to be of high value as it provides learners with individualized attention. Regarding the absence of personal interaction between learners and instructors in remote teaching, it is expected that instructor's feedback plays a more significant role compared to the case in face-to-face education because it does not only help to increase learners' performance in the target language and but it also serves as a tool in building a strong relationship between learners and instructor. Based on this, the present paper which was designed as a case study attempted to reveal university level English as a foreign language (EFL) learners' perspectives on written feedback given by their instructor on their writing assignments on the distance education platform of the university in emergency remote teaching. The data were collected through interviews conducted with eight English preparatory class students and the instructor's research diary. Thematic analysis was carried out on the collected data. The findings showed the interviewees had positive viewpoints about the instructor's written feedback. They stated that the instructor's feedback had an interpersonal side, gave them affective support and helped them improve in the target language. Moreover, the use of online distance education platform for giving feedback was found to be useful by the interviewees in that it provided the learners with the opportunity to have access to the feedback documents whenever they wanted. The results may imply new insights into the way foreign language instructors give written feedback.

Examining the Use of Twitter in Online Classes: Can Twitter Improve Interaction and Engagement?

Student engagement promotes communication and knowledge acquisition, a concept that is challenged in the online environment as few opportunities exist to physically connect instructors and learners. Limited research suggests that social media is a tool that can positively impact student engagement in the online classroom, which is especially relevant in the case of the COVID-19 pandemic and learning formats transitioning online. Specifically, Twitter, a favoured format for sharing news, entertainment, and professional networking, may provide a platform and an opportunity for engagement between students and the instructor outside of the traditional, formal classroom setting. This research explores how postsecondary students enrolled in two introductory online self-directed asynchronous courses used social media tools for personal, professional, and academic purposes and how Twitter, as a course evaluation requirement, contributed to interaction and engagement. Relying on 104 pre- and 34 post-semester surveys, our analysis revealed that while Twitter was not used as widely as other social media platforms, a notable proportion of students shared positive perceptions about Twitter's use. Further analysis revealed some polarizing results with recommendations for successfully implementing Twitter in online learning.

Debriefing in Online Primary ESL Classrooms During the COVID-19 Pandemic: A Case Study

The meaningfulness of the current educational landscape, where online learning is heavily practised, is often questioned. Experiential learning focuses on the learning process that learners undergo. It is believed to help them to make sense of the learning process through active participation and meaningful reflective practice. Debriefing is an experiential learning strategy that requires learners to reflect on their learning experiences and connect them to real-life situations. However, only a limited number of studies have investigated the use of debriefing in the English language teaching and learning context. To this end, this case study aimed to explore the effects of debriefing in online ESL classrooms and the challenges of online debriefing. The case study was conducted in Bintulu, a town in the Malaysian state of Sarawak, and involved two teachers who were actively conducting online ESL lessons during the COVID-19 pandemic. Data collection was conducted through in-depth interviews and observations of recorded online ESL lessons with a focus on the debriefing sessions. The findings indicated that debriefing has positive effects on active English language learners as it helps to improve their critical thinking ability as well as their oral and written language proficiency. The challenges of debriefing in online ESL classrooms include learners being hesitant to talk during lessons, teachers facing difficulties in using appropriate debriefing questions, as well as various technical problems.

Leaning into Controversy: Pandemic Conversations in a Science Classroom

It has been over a year since our schools, like many across the world, had to shut down due to the COVID-19 pandemic. This forced many teachers to pivot by changing curricula and lessons to be engaging for students and include opportunities for interactions while incorporating digital tools that were accessible for all students. The COVID-19 pandemic also shed light on systemic issues that became politicized. Discussing controversial topics within the contexts of the classroom discipline has always been important but will be even more so as we move forward. Here, Laub shares her experiences incorporating a polarizing topic that investigated the science surrounding the COVID-19 pandemic and how doing so engaged her students in critical thinking and drove academic discussions. She also shares the challenges that she faced by centering her curriculum around a controversial topic in her classroom along with her suggestions to educators.

Using Voscreen to Enhance English Language Vocabulary Learning

Technology is of great importance in the specification of methods, techniques and tools to be used in or out of the classrooms. Moreover, the COVID-19 pandemic has led to the shutdown of schools and forced the education to be maintained online which makes the research on Information and Communication Technology (ICT) tools, to be used in learning more necessary than ever. In order to fulfil the research need, and to present an appropriate ICT tool to be used in vocabulary teaching, this study aimed to analyse the effect of the VoScreen tool on students' vocabulary achievements and attitudes towards ICT tools in general. The participants of the study included 82 preparatory classes, A2 proficiency level students. Participants were divided into two groups as experiment and control groups. After all the participants took a vocabulary achievement test as the pre-test, 42 participants in the experiment group were asked to use VoScreen daily 20 minutes out of their classes. After the treatment process, all the participants were asked to take the same vocabulary achievement test as the post-test. The results of the study demonstrated that the utilization of VoScreen by the instructors and students might yield notable benefits for vocabulary teaching and learning.

Schulische Zweitsprachvermittlung und Zweitspracherwerb während der Covid-19-Pandemie

During the first months of the Covid-19 pandemic in 2020, German schools were predominantly closed and students were supposed to be taught at home. This also applied to German as a second language classes (GSL). Considering the fact that second language acquisition crucially depends on a high amount of input in direct interaction and that online learning methods were not common in Germany before the pandemic, we assume that school closures had a high impact on second language teaching and learning. In particular, we hypothesize that the shift from classroom to distance learning has significantly affected a) the teaching methods of second language teachers, b) the language skills covered in these classes and c) the growth of students’ competencies in their second language.To verify these assumptions, we conducted an online survey among GSL teachers. The survey consisted of retrospective questions about the amount of lessons taught and teaching methods as well as students’ language development before, during and after the school closures.Data from 166 GSL teachers who stated that they provided distance teaching for their students during school closures shows that during the school closure a) communicatively oriented methods were used significantly less than before and after, b) the teaching of oral skills was considered significantly less compared to the teaching of written skills, c) teachers predominantly evaluated the development of the students’ competencies in most language skills as unchanged or even reduced.

Adapting Team-Based Learning for an Online Biochemistry Course

Team-based learning (TBL) is a research-based instructional practice (RBIP) shown to increase students' content knowledge, class engagement, motivation, and science self-efficacy. After several years of using TBL in an upper-division biochemistry course and noting the same positive effects, we were hesitant to abandon TBL when forced to consider options for teaching online during the COVID-19 pandemic. There was little published research to inform efforts to adapt TBL for online instruction. But, by carefully considering the critical components of TBL it was possible to anticipate the potential challenges an online environment would present. In this paper, we describe how we created an online facsimile of the in-person TBL experience by prioritizing student–student and student–instructor interactions and present student performance data that suggest that learning outcomes were similar in both the online and face-to-face course offerings. Finally, we contribute to the TBL literature by reporting our challenges (e.g., keeping groups on similar pace) in implementing TBL in the online space and our efforts to minimize these obstacles (e.g., rotating through breakout groups, broadcasting messages). This work provides guidance for anyone considering online use of TBL, particularly instructors who might be concerned about pacing of activities or promoting positive team dynamics, or researchers who plan to systematically study the efficacy of TBL in the online environment. More broadly, this report supports the call for instructors and researchers to collectively consider how RBIPs can be adapted and leveraged to design more robust, effective online instruction.

Introduction

Reflecting on the future of documentary pedagogy in a profoundly polarized media landscape and chaotic world, how should we introduce undergraduate students to documentary history and practices, and what pedagogical strategies should we privilege to supervise graduate students working within the field of documentary studies or those making documentaries within MFA and practice-based PhD programs? Documentary Pedagogy: A Burgeoning Field From the first courses in documentary appreciation and production-at the New School for Social Research (1938) and the City College of New York's "Institute of Film Techniques" (1942)-to the plethora of undergraduate, graduate, and continuing education curricula focusing in whole or in part on non-fiction media today, documentary pedagogy has had a remarkable impact on the training of practitioners and the shaping of public tastes. If instead of using the blu-ray (or stream) of a historical film as a substitute teacher, we involved students in the production of non-fiction content, leveraging their skills as digital-native "bricoleurs, sophisticated multimedia rag-pickers,"[#N2] we would be deploying documentary as an active learning tool, one that obviates the hard separation between theory and praxis. In her doctoral dissertation on documentary filmmaking and critical pedagogy, Taiwanese curator and scholar Yng-ruey Jiing articulates the value of research beyond the "ivory tower" as a way to "expand the knowledge of independent filmmaking, popular education, media literacy and social transformation."

Postscript to "Designing and Assessing Hybrid Cinema Studies Courses": Redefining "Hybrid," Modular Design, and Student Evaluations as Research

Because I had previously taught hybrid and fully online courses, my colleagues deemed me lucky when University of Washington shifted to online instruction at the end of last winter. [...]a survey I distributed early in the quarter indicated that enrolled students' computers and Wi-Fi could handle Zoom's system requirements, although some had to cut their video feeds to maintain connection stability. Lynette Watts' 2016 review of research on synchronous and asynchronous discussion observes that "asynchronous interactions allow students to take time to consider their thoughts [and] engage with the content more deeply," findings my students' work affirms (see Figure 1 for a sample discussion board and Figure 2 for a student posting).

Análise bibliométrica da pesquisa em educação durante a pandemia da COVID-19

O surgimento do novo coronavírus e a declaração da pandemia pela Organização Mundial da Saúde, obrigou muitos governos de diversos países a determinarem que as instituições interrompessem o ensino presencial, exigindo que estudantes e professores mudassem, quase da noite para o dia, para a educação virtual. Diante desse cenário totalmente novo e inesperado, transformações profundas ocorreram nos ambientes escolares. O objetivo deste artigo é identificar os temas de pesquisa em educação durante a pandemia, a partir de pesquisa bibliográfica na base Web of Science e de análise de redes de coocorrência de palavras-chave e de cocitação de referências citadas. A metodologia da pesquisa seguiu as seguintes etapas: desenho da pesquisa com a definição do objetivo e a expressão de busca;obtenção das redes de coocorrência de palavras-chave e de cocitação de referências citadas;cálculo das métricas de análise de redes – grau médio, classes de modularidade e centralidade de autovetor;identificação das palavras-chaves e das referências cocitadas com as maiores centralidades de autovetor. A pesquisa bibliográfica revelou que houve uma mobilização da comunidade científica para investigar e publicar seus resultados de pesquisas sobre o tema. As redes de coocorrência e de cocitação evidenciaram uma predominância no emprego de tecnologia da informação e comunicação para dar suporte às atividades pedagógicas, viabilizando a continuidade das atividades escolares em ambiente virtual.Alternate : The emergence of the new coronavirus and the declaration of the pandemic by the World Health Organization, forced many governments in several countries to determine that institutions interrupt classroom teaching, demanding that students and teachers switch, almost overnight, to virtual education. Faced with this totally new and unexpected scenario, profound changes took place in educational environments. The objective of this paper is to identify the research subject in education during the pandemic, based on bibliographic research in the Web of Science database and the network analyses of keyword co-occurrence and co-citation of cited references. The research methodology followed the following steps: research design with the definition of the objective and the search expression;obtaining the networks of keyword co-occurrence and co-citation of cited references;calculation of network analysis metrics – average degree, modularity classes and eigenvector centrality;identification of keywords and co-cited references with the greatest eigenvector centralities. The bibliographical research revealed that there was a mobilization of the scientific community to investigate and publish their research results on the subject. The co-occurrence and co-citation networks showed a predominance in the use of information and communication technology to support pedagogical activities, enabling the continuity of school activities in a virtual environment.Alternate : La aparición del nuevo coronavirus y la declaración de la pandemia por parte de la Organización Mundial de la Salud, obligó a muchos gobiernos de varios países a determinar que las instituciones interrumpan la enseñanza en el aula, exigiendo que estudiantes y docentes se cambien, casi de la noche a la mañana, a la educación virtual. Ante este escenario totalmente nuevo e inesperado, se produjeron cambios profundos en los entornos educativos. El objetivo de este artículo es identificar el tema de investigación en educación durante la pandemia, basado en la investigación bibliográfica en la base de datos de Web of Science y los análisis de redes de co-ocurrencia de palabras-clave y co-cita de referencias citadas. La metodología de la investigación siguió los siguientes pasos: diseño de la investigación con la definición del objetivo y la expresión de búsqueda;obtención de las redes de co-ocurrencia de palabras clave y co-cita de referencias citadas;cálculo de métricas de análisis de red: grado prome io, clases de modularidad y centralidad de vector propio;identificación de palabras clave y referencias co-citadas con las mayores centralidades de vector propio. La investigación bibliográfica reveló que hubo una movilización de la comunidad científica para investigar y publicar los resultados de sus investigaciones sobre el tema. Las redes de co-ocurrencia y co-cita mostraron un predominio en el uso de tecnologías de la información y la comunicación para apoyar las actividades pedagógicas, posibilitando la continuidad de las actividades escolares en un entorno virtual.

Os desafios do uso da tecnologia digital na educação em tempos de pandemia

Com as medidas de prevenção adotadas em decorrência da Covid-19, os sistemas educativos viram-se frente à uma reestruturação que envolveu a incorporação súbita das tecnologias digitais para o desenvolvimento do processo ensino-aprendizagem realizadas exclusivamente de forma virtual. Assim, o artigo teve por objetivo relatar as experiências pedagógicas de uma professora, adaptadas para o ensino remoto, síncrono e assíncrono, no período de julho de 2020 a maio de 2021, em duas instituições de ensino superior, localizadas no estado da Bahia. Trata-se de um estudo exploratório, qualitativo, do tipo Relato de Experiência, elaborado através da observação participante, cujas análises assumiram a forma de um balanço das atividades realizadas por meio das tecnologias digitais, tais como o Blackboard, Google Meet, Google Classroom, Socrative, Kahoot, Mentimeter e o Padlet. Autores como Lévy (2005), Virilio (1997), Ortiz (2007), e Trindade e Moreira (2017), ajudaram-nos a problematizar a situação relativa ao acesso às tecnologias da informação e da comunicação e ao ensino remoto entre nós. Foi possível identificar potencialidades e desafios no uso dessas ferramentas tecnológicas, tais como o desenvolvimento da autonomia, do protagonismo e do engajamento dos estudantes;a necessidade de formação dos(as) professores(as) para o uso pedagógico das Tecnologias Digitais de Informação e Comunicação (TDIC), e de políticas públicas que transformem a aquisição de equipamentos e o acesso à internet em direito, para que milhares não sejam excluídos do processo educativo, colaborando para aprofundar ainda mais as desigualdades educacionais e sociais no Brasil contemporâneo.Alternate : With the preventive measures adopted as a result of Covid-19, educational systems faced a restructuring that involved the sudden incorporation of digital technologies for the development of the teaching-learning process carried out exclusively in a virtual way. Thus, the article aimed to report the pedagogical experiences of a teacher, adapted for remote, synchronous and asynchronous teaching, from July 2020 to May 2021, in two higher education institutions, located in the state of Bahia. This is an exploratory, qualitative study, of the Experience Report type, elaborated through participant observation, whose analyzes took the form of a balance of activities carried out through digital technologies, such as Blackboard, Google Meet, Google Classroom, Socrative, Kahoot, Mentimeter and the Padlet. Authors such as Lévy (2005), Virilio (1997), Ortiz (2007), and Trindade and Moreira (2017), helped us to problematize the situation regarding access to information and communication technologies and remote teaching among us. It was possible to identify potentialities and challenges in the use of these technological tools, such as the development of students' autonomy, protagonism and engagement;the need for teacher training for the pedagogical use of Digital Information and Communication Technologies (TDIC), and public policies that make the acquisition of equipment and access to the Internet a right, so that thousands are not excluded from the educational process, collaborating to further deepen educational and social inequalities in contemporary Brazil.Alternate : Con las medidas preventivas adoptadas como resultado de Covid-19, los sistemas educativos enfrentan una reestructuración que implicó la incorporación repentina de las tecnologías digitales para el desarrollo del proceso de enseñanza-aprendizaje llevado a cabo exclusivamente en forma virtual. Así, el artículo tuvo como objetivo presentar las experiencias pedagógicas de una maestra, adaptadas para la enseñanza remota, sincrónica y asincrónica, de julio de 2020 a mayo de 2021, en dos instituciones de educación superior, ubicadas en el estado de Bahía. Se trata de un estudio exploratorio, cualitativo, del tipo Informe de Experiencia, elaborado a través de la observación participante, cuyos análisis tomaron la forma de un balanc de actividades realizadas a través de las tecnologías digitales, como Blackboard, Google Meet, Google Classroom, Socrative, Kahoot, Mentimeter y el Padlet. Autores como Lévy (2005), Virilio (1997), Ortiz (2007) y Trindade y Moreira (2017), nos ayudaron a problematizar la situación del acceso a las tecnologías de la información y la comunicación y de la enseñanza remota entre nosotros. Se logró identificar potencialidades y desafíos en el uso de estas herramientas tecnológicas, como el desarrollo de la autonomía, el protagonismo y el compromiso de los estudiantes;la necesidad de formación docente para el uso pedagógico de las Tecnologías de la Información y la Comunicación Digitales (TDIC), y políticas públicas que hagan de la adquisición de equipos y acceso a Internet un derecho, para que miles no queden excluidos del proceso educativo, colaborando para profundizar aún más las desigualdades educativas y sociales en el Brasil contemporáneo.

EFL Instructors' and Students' Perceptions of Online Writing Instruction During the COVID-19 Pandemic

This study identifies the benefits, difficulties, challenges, and prospects of using Moodle in writing classrooms among Saudi EFL tertiary students at Shaqra University. A sample of EFL instructors and students responded to a questionnaire of 29 five-point Likert Scale statements and 4 open-ended questions. The instructors and students viewed Moodle as an empowering tool in online writing. Moodle provided the students with feasible, accessible, and timely peer/group feedback. It created a flexible, comfortable, and student-centered learning atmosphere where the instructors and students were active in the online classroom. It also ensured interactive, smooth, and instant e-collaboration in online writing. Technical problems and Internet disconnection were the main obstacles hindering the students from sufficient interaction with their instructors and other students.