An Action Research Study of Using Group-Based Remote Learning with ESL High School Students in English Language Arts

At the time of writing, New York City high schools had been working remotely for a year, with educators facing some great challenges. Working remotely marked a significant difference in the way we teach and the way our students learn. Classroom spaces were no longer room numbers on doors;they were virtual meeting room numbers on platforms like Teams or Google Classroom, and they were accessible from anywhere by Wi-Fi. According to the United Nations Educational, Scientific, and Cultural Organization (UNESCO, 2020), school closures caused by the Covid-19 pandemic affected over 1.5 billion students and families. The Covid-19 pandemic presented multiple challenges for teaching students with English as a second language in an online instructional environment, but also opportunities for collaboration, training, and communication for inclusive educators to strive to meet the needs of their students. This article addresses the following teacher-researcher questions: 1) What opportunities do I find most rewarding teaching in an online environment to students for whom English is a second language? 2) What do I find to be most challenging teaching English second language (ESL) students in the online context? 3) How can media play a part in online teaching and learning, and how do students respond to online learning with these mixed media platforms? 4) What recommendations can be offered to other inclusive educators who are teaching online? The researcher discusses the methodological approach used to conduct the research, using methods including surveys and field notes. Further research conducted was based on the researcher's journal of field notes kept throughout teaching a unit titled "Beowulf.” An analysis of student assessment data is also provided to show progress, where applicable, for one class of English Second Language students.

The Effect of Android Application on EFL Students' Mastery of Research Method for Applied Linguistics Course

Covid-19 pandemic has forced online classes to be conducted mostly without proper introduction and preparation. This shift also made teachers and students gradually accustomed to independent learning. Several mobile applications have been developed for foreign language learning. However, only few Android applications were developed for non-linguistic courses offered by foreign language departments at the university level. The effectiveness of such an application to improve students' learning in universities, therefore, has not been conducted. This article reports the finding of a quasi-experimental research on the effect of using an Android application tailored for Research Method for Applied Linguistics students at an English department on their mastery of the course. The research data were collected through tests and a documentary study and calculated using ANCOVA statistical calculation. With the course mastery as the dependent variable, the use of Android application as the independent variable, and reading skills as covariates, the research revealed that the use of Android Learning Application significantly improves the EFL students' mastery of Research Methods for Applied Linguistics course. Further researchers are suggested to study the effect of the use of Android learning application on EFL students' mastery of a non-language course with significantly different students' levels of reading skills.

APPLICATION AND FEASIBILITY OF VARIOUS TEACHING TOOLS USED IN ONLINE CLASSES DURING COVID-19 IN TERTIARY EDUCATION

The study compares the effectiveness, popularity, and ease of applicability of different learning tools in virtual classrooms among university teachers and students concerning the users' technological literacy and training, as well as equipment support offered by the universities during the pandemic. Comparisons between face-to-face teaching in classrooms and online virtual classrooms will be drawn concerning limitations, incentives, motivation, and effectiveness toward learning. This study also leads to the question of future course development by exploring the possibility of course design and assessment restructuring with a switch to online education with the new mode of technology as the trend.

Saudi EFL University Instructors' Perceptions of Online Education During the COVID-19 Pandemic

This study aimed to investigate the EFL university instructors' perceptions of online education during the COVID-19 pandemic. The participants were 32;87.5% of them were females while 12.5% were males. They belonged to many higher educational institutions in Saudi Arabia. Data were collected using an online questionnaire. This questionnaire included four parts which were (1) the participants' demographic information, (2) the advantages of online education during the COVID-19 pandemic, (3) the disadvantages of online education during the COVID-19 pandemic, and finally (4) the effectiveness of online education during the COVID-19 pandemic. The results revealed that most of the participants had a more dominant positive attitude regarding online learning activities although some of them claimed that there were some negative aspects that should be taken into consideration. Online education is fundamentally characterized by its flexibility, being chargeless, and enabling EFL instructors to think creatively and improve their performance. However, the lack of regulating sinful activities such as cheating, lack of face-to-face social interaction, and poor accessibility to the internet connection were essentially the three significant disadvantages of online education that most of the participants agreed on. Based on the findings obtained, this study provided some recommendations as well as suggestions for further research.

Students' Emotional Perceptions and Attitudes Toward English Teacher Feedback in Cloud Classroom Learning Environments During the COVID-19 Pandemic

Cloud classrooms are catching increasing attention in English teaching during the COVID-19 pandemic. Via multiple correlation analysis, path analysis, and data collected from randomly selected 230 participants, this study examined the effects of students' emotional perceptions and attitudes towards teaching feedback in cloud classroom learning environments. It was concluded that all emotional perceptions were significantly and positively correlated, and learning motivation caused the most significant effect, followed by interest. Learning motivation could predict the perceived teaching feedback. Students with strong self-confidence had strong learning motivation and interest in English learning. High-score students preferred more profound and euphemistic comments;medium-score students hoped to catch more attention and obtain positive feedback from teachers;poor-score students favored direct and explicit evaluations. This study is helpful to future research into non-verbal and peer feedback in technology-based learning environments.

Learner emotions, autonomy and trait emotional intelligence in ‘in-person' versus emergency remote English foreign language teaching in Europe

Due to the spread of Covid-19, universities had to move their courses online abruptly. This paper explores its impact on 510 European tertiary-level English as a Foreign Language (EFL) learners' classroom emotions and analyses possible links to their trait emotional intelligence (TEI) and learner autonomy. Statistical analyses of data gathered with a web survey revealed that students rated their ‘in-person' classes as significantly more enjoyable and also more anxiety-provoking. Overall, levels of foreign language enjoyment (FLE) and foreign language classroom anxiety (FLCA) were positively correlated between both contexts. The moderate negative correlation between FLE and FLCA in ‘in-person' classes disappeared in emergency remotely taught classes. TEI and learner autonomy were positively correlated, and both were positively linked to FLE and negatively to FLCA in both contexts. This means that more autonomous, emotionally intelligent students tend to be able to enjoy the FL class more – even more so under particularly challenging circumstances. Overall, it seems that learners not being physically present in classrooms weakens all emotions, and breaks the relationship between them. One possible explanation is that disembodied classes have less emotional resonance.

Dialog chatbot as an interactive online tool in enhancing ESP vocabulary learning

PurposeBased on an experimental study on English for Specific Purposes (ESP) students, at the Business Department at the University of Bisha, the purpose of the study is to examine the effect of chatbot use on learning ESP in online classrooms during COVID-19 and find out how Dialogflow chabot can be a useful and interactive online platform to help ESP learners in learning vocabulary well.Design/methodology/approachThe research paper is based on an experimental study of two groups, an experiential group and a controlled group. Two tests were carried out. Pre-tests and post-test of vocabulary knowledge were conducted for both groups to explore the usefulness of using the Dialogflow chatbot in learning ESP vocabulary. A designed chatbot content was prepared and included all the vocabulary details related to words' synonyms and a brief explanation of words' meanings. An informal interview is another tool used in the study. The purpose of using the interview with the participants was to elicit more data from the participants about using the chatbot and about how and in what aspects chatbot using the conversational program was useful and productive.FindingsThe findings of the study explored that the use of chatbots plays a major role in enhancing and learning ESP vocabulary. That was clear as the results showed that the students who used the chatbot Dialogflow in the experimental group outperformed their counterparts in the control group.Research limitations/implicationsThe study displays an important pedagogical implication as the use of chatbots could be applied in several settings to improve language learning in general or learning ESP courses in particular. Chatbot creates an interesting environment to foster build good interactions where negotiation of meaning takes place clearly seems to be of great benefit to help learners advance in their L2 lexical development.Originality/valueExamining and exploring whether the use of chatbots plays a major role in enhancing and learning ESP vocabulary in English as Foreign Language setting.

The Missing Strategy in Addressing Language Barriers

By following the 3 points below, health care leaders can improve their health care delivery practices for patients with limited English proficiency: * improve health care delivery for populations with limited English proficiency, * partner with community-based organizations that teach ESL, and * leverage Medicaid and work with insurers to better manage the care of non–English-speaking patients. _____ Coronavirus disease 2019 (COVID-19) mortality data show that Latinxs are disproportionately dying in the United States.1 These findings parallel known health disparities for Latinxs, which can be attributed in part to language barriers. When patients and their clinicians do not speak the same language, patients receive less health education and experience more testing, more readmissions, and longer lengths of stay, resulting in higher health care utilization.3 Beyond the clinical setting, language, like other social determinants of health, affects patients' lived environments, including their ability to understand food labels, apply for public housing services, and access reliable community health information. Funding could also be sought through the reintroduction of an Obama administration federal proposal that supported partnerships among states, adult education providers, higher education institutions, and private organizations.9 Bolstering language services with health-focused ESL courses may ultimately reduce health care spending and satisfy mandatory community health needs assessment implementation strategies. Health systems can then evaluate the effectiveness of their courses internally or by partnering with the Department of Education, which provides funds for evaluation of adult education programs.11 Access to health-focused ESL classes can be improved, but participation can still be hindered by day-to-day patient barriers, such as working multiple jobs and lacking transportation. [...]ESL programs should not be implemented in isolation but rather as part of a larger infrastructure focused on addressing patients' social needs.

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.

Students' Perceptions towards Using Google Classroom Application in EFL Classroom during the COVID-19 Pandemic at Thai – Nichi Institute of Technology

The purposes of this research were 1) to investigate the students' perceptions towards using the Google Classroom Application in the EFL classroom at Thai – Nichi Institute of Technology (TNI) and 2) to find out the benefits of using the Google Classroom Application in the EFL classroom at TNI. The sample of one hundred was taken from first-year students taking the English Foundation Course at TNI during the first semester of the 2021 academic year. The method of sample selection was purposive sampling based on the classes assigned by the registrar office of TNI to the researcher. The research instrument used to collect the data was a questionnaire with the overall value index of item objective congruence (IOC) at the rate of 1.00. The methodology of data collection was conducted through a survey questionnaire and an interview. Frequency, percentage, and content analysis were used for data analysis. The result of this research showed a positive perception of learners towards the Google Classroom Application when learning English. Most of the interviewed participants reported that the Google Classroom Application was easy to use and that it also provided real-time feedback from the teacher because Google Classroom allowed the teacher to send announcements and start class discussions right away. Therefore, the participants had positive attitudes toward using the Google Classroom Application during the COVID-19 pandemic.

English Language Teachers' Assessment Procedure during Covid19 Pandemic: Challenges and Solutions

The aim of the current research is to investigate the language assessment literacy perceptions of EFL (English as a Foreign Language) teachers working at state primary, middle, and high schools in Turkey. Another purpose of the study was to investigate how EFL teachers adapted their language assessment skills to the online teaching context during the Covid- 19 pandemic, and to what extent. Additionally, challenges and solutions of teachers in transforming their language assessment skills into online education were investigated. A mixed-methods study was employed as the research design. The study obtained and triangulated both qualitative and quantitative data to enhance its validity. In the quantitative phase, Vogt and Tsagari (2014)'s LAL questionnaire which includes three factors i.e. Language Testing and Assessment (LTA), classroom-focused LTA, and purposes of testing, content and concepts of LTA was administered to the participants. The quantitative data were descriptively analysed through the SPSS program in order to identify EFL teachers' training levels and needs in online language assessment. The qualitative data for the study were gathered through written structured interviews with (n) EFL teachers and analyzed using inductive methods. The study's findings revealed that the teachers have a high level of assessment literacy in terms of both face-to-face and online assessment and are familiar with basic assessment tools. However, there is a gap between their theoretical knowledge of assessment and their classroom practices. Additionally, the teachers expressed a need for more in-service training in assessing the skills of English language learners in online environments.

Factors affecting Malaysian ESL teachers' behavioral intentions for technology use in the post-COVID-19 era.

This study aimed to investigate English as a Second Language (ESL) teachers' technology acceptance levels and to identify the factors affecting their behavioral intentions (BI) with respect to technology use in the post-COVID-19 era. A cross-sectional survey of 361 Malaysian ESL teachers was conducted. Participants were recruited via convenience sampling, and they answered an online survey questionnaire that was designed with reference to past studies. The collected data were analyzed via descriptive statistics, Pearson's correlation, and multiple regression analyses. The findings revealed that Malaysian ESL teachers generally had a high level of technology acceptance in the post-COVID-19 era. Their BIs had a significant relationship with three factors: performance expectancy (PE), effort expectancy (EE), and social influence (SI), of which EE was identified as the most significant factor influencing their BI with respect to technology use in the post-COVID-19 era. Conversely, the presence of facilitating conditions did not have a substantial connection with ESL teachers' behavioral intentions for technology use after the pandemic, despite the fact that there was weak positive relationship with each other. This study provides insights for the field of educational psychology by identifying the current trends in ESL teachers' behavioral intentions in adopting technology in the post-COVID-19-era ESL classrooms. The findings of this study may also support investigations into technology acceptance in ESL teaching, illustrating a growing need to provide adequate educational and technological tools, resources, and facilities to facilitate the delivery of lessons by ESL teachers. Future studies should conduct longitudinal research and investigate more variables from different technology acceptance models.

The impact of online presentations on reducing the introverted EFL learners' stress and anxiety

PurposeThis study aims to focus on how online presentations have a positive effect on the anxiety of the students, especially students who are introverted by nature and always suffer from anxiety and stress while performing face-to-face presentations in the classrooms, which negatively affect students' performance and, thereby grade.Design/methodology/approachThis study adopted a quantitative research design to obtain a broader perspective. An online questionnaire, developed using Google Forms, was accessed by 239 female undergraduate students from Level 1 to 8 of the English Department at the College of Languages and Translation in King Khalid University, Saudi Arabia. The questionnaire consisted of 15 closed Likert-type questions. The Arabic translation of the questions was included in the questionnaire to make the participants more comfortable answering the questions as all the participants' L1 is Arabic.FindingsWith the outbreak of the pandemic in March 2020, COVID-19 became a global health issue and significantly impacted education worldwide. With this, a digital transformation took place, resulting in a total e-learning distance education system. This type of technology enhanced distance learning approach had to be adopted as social and physical contacts were limited globally to mitigate the transmissions of the virus. Accordingly, all lectures, learning activities, tests and other forms of evaluation were conducted via distance e-learning. When oral presentations were conducted online, a new reality emerged in this changed situation. This study sought to prove that online oral presentations positively reduce introvert EFL learners' anxiety and stress.Research limitations/implicationsThe study was conducted using a small number of samples;thus, to gain substantial insight, future research could be conducted with a greater number of samples from diverse demographic backgrounds. Teachers' perceptions of online oral presentations could also be considered in future studies since education consolidates between learners and teachers. In addition, as this research explored English language major students only, further comparative studies can be conducted including students from other disciplines, which may lead to new insights and issues related to online presentations. This study used a questionnaire as a data collection instrument. It is recommended to use qualitative tools such as interviews, focus group meetings, journals and student diaries in future studies so that more information about in-person presentation anxiety can be discovered.Originality/valueParticipants' opinions, procured through the questionnaire of this study, can bring new insights for educators and policymakers to incorporate online presentations as one of the mainstream assessment methods for tertiary-level courses.

"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.

Parents' Perceptions of Barriers and Facilitators to Their Children's Multilingual Language Development Before and After the COVID-19 Pandemic

Les étudiants multilingues, selon le cadre déficitaire des "apprenants de langue seconde," sont désavantagés par rapport â leurs pairs unilingues. Ce cadre ne reconnaît pas les atouts qui accompagnent le développement de la langue â la maison, appelés la richesse culturelle de la communauté ("Community Cultural Wealth": Yosso 2005). Dans cette étude, nous avons posé la question suivante : qu'est-ce que les parents d'enfants multilingues considerent comme des obstacles et des facilitateurs pour soutenir le développement langagier de leurs enfants avant et pendant le COVID-19 ? Six entrevues semi-structurées ont été menées en ligne avec des parents d'enfants ágés de 3 â 5 ans parlant une langue autre que l'anglais â la maison. Ces entrevues ont été enregistrées, transcrites et analysées â l'aide de la méthode qualitative d'analyse de contenu, en utilisant un codage inductif et déductif pour identifier les themes. Nous avons organisé ces themes selon le modele bioécologique de Bronfenbrenner (1979). Les résultats ont révélé que la plupart des obstacles et des facilitateurs au développement multilingue des enfants se situent au niveau du microsysteme de la famille. Les themes étaient liés aux attitudes et aux connaissances, â la maîtrise de l'anglais, â l'exposition, aux ressources et aux expériences des parents. De plus, nous avons constaté que la COVID-19 avait surtout un impact négatif sur l'enfant, le mlcrosystéme et l'exosysteme. Nous discutons de la maniére dont ces obstacles et ces facilitateurs sont liés â la richesse culturelle communautaire. Dans l'avenir, cette étude pourra contribuer â aborder la façon dont les systémes ont marginalisé les familles au sein de nos communautés et â promouvoir les connaissances et le capital culturel qu'offrent ces familles.Alternate :Multilingual students, according to the deficit framework of "English language learners," are at a disadvantage compared to their monolingual peers. This framework fails to recognize the assets that accompany home language development, referred to as Community Cultural Wealth (Yosso 2005). In this study, we asked what do parents of multilingual children identify as barriers and facilitators to supporting their children's language development before and during COVID-19? Six semi-structured interviews were conducted online with parents of children between 3 and 5 years old who spoke a language other than English at home. These interviews were recorded, transcribed, and analyzed using the qualitative method of directed content analysis, employing both inductive and deductive coding to identify themes. We organized these themes according to Bronfenbrenner's (1979) Bioecological Model. Results revealed most barriers and facilitators to children's multilingual development are at the microsystem level of the family. The themes were related to attitudes and knowledge, English fluency, exposure, resources, and parents' experiences. Additionally, we found that COVID-19 mostly negatively impacted the child, microsystem, and exosystem. We discuss how these barriers and facilitators are related to the different Capitals of Community Cultural Wealth. Moving forward, this study can contribute to addressing how systems have marginalized families within our community and elevate the knowledge and cultural capital these families offer.

Health Literacy and Refugee Women During the COVID-19 Pandemic: Outlooks for ESL Classes

During the COVID-19 pandemic, refugee women in the United States faced significant challenges to sus-tain their livelihoods, such as losing jobs and health care, becoming essential workers, and finding oneself again in unprecedented situations of limited mobility. These impacts reflect dynamics in migrant health literacy including language proficiency (skills-based approaches) as well as experiences, identities, and power relations in society (socio-cultural approaches). In this article, I explore these dynamics through a gender perspective with a focus on intra-familial health brokering, empowerment-based health education, and health information mapping by drawing on ethnographic research from Portland, Oregon. This includes interviews with 15 refugee women and representatives of organizations working in the context of migration as well as observations of service-providing community efforts. My interviews and observations demonstrate that disruptions in language learning, socio-cultural barriers, and limited access to health-related information resources have posed significant challenges to refugee women's livelihoods during the pandemic. I suggest that English as a Second Language (ESL) classes can be imperative in addressing these challenges as the classes provide a space for language learning, intercultural dialogue, and information sharing in gender-responsive ways. . © Golesorkhi, L.-Z. 2023.

EFL educators in the COVID-19 era: Examining the case of Greece

In early 2020, the abrupt global outbreak of the COVID-19 pandemic prompted Emergency Remote Teaching (ERT) in all fields of education. This abrupt transition to online teaching and learning shocked most language educators. Practitioners and researchers around the globe raised questions and concerns as a result of the rapid planning and implementation. In this study, which forms part of an international survey on educators' attitudes and online teaching activities during the pandemic, we look into EFL instructors' behaviours within the Greek educational system. More specifically, the article presents EFL educators' attitudes towards online learning and their reported feelings of confidence and satisfaction when facing the challenges of converting their face-to-face (F2F) courses into online ones during the COVID-19 pandemic. As a result of our study, we were able to look into the psychological and instructional difficulties the Greek ELT community experienced when reimagining synchronous and asynchronous teaching in a digital environment. Finally, the article discusses the impact and some of the lessons learned from this national experience.

Prolonged Online Learning: An Exploratory Mixed-Methods Study on EFL Learners' Needs and Need Satisfaction: Online learning: needs and need satisfaction

In the face of the COVID-19 pandemic, English programs were switched to online regardless of learners' wishes in several regions. In such a challenging circumstance, learners' needs should be specially attended to. Situated within the framework of Self-Determination Theory, the current study explores the fundamental needs of relatedness, competence, and autonomy of EFL (English as a foreign language) learners and the satisfaction of those needs in fully online learning. The study draws upon qualitative data collected from focus groups (seven students), and quantitative data collected from a survey (183 students). Findings indicate strong teacher support in fields other than autonomy and relatedness. Also, students were highly satisfied with both their technological and academic competence but were neither happy with the in-classroom communication nor provided space for autonomy. Based on the findings, implications to enhance learners' need satisfaction in prolonged post-pandemic online learning are discussed.

English language learner teacher support changes during the COVID-19 pandemic

Before the COVID-19 pandemic, ELL teachers focused their culturally responsive instruction and supports through creating meaning, promoting academic and social success, and empowering students and families. In 2020, the COVID-19 pandemic affected almost all countries and more than 50 million people around the world. The purpose of this study was to investigate how ELL teachers' support for students in a southeastern school district, IISD, changed during the COVID-19 pandemic and ELL teachers' perceptions of how this change may have impacted ELLs during the COVID-19 pandemic. This qualitative, basic interpretive design using a questionnaire provided me with opportunities to examine how ELL teachers' support for ELLs. I sent the questionnaire to 41 ELL teachers who were representatives of 30 elementary, middle, and high schools. The responses from the eight participants highlighted the ELL supports' impact during the COVID-19 pandemic. I discovered several consistent themes of the ELL teachers' supports that existed before the COVID-19 pandemic in the areas of student, family, and staff support, as well as community and stakeholder engagement. Additionally, I discovered the ELL teachers' perceptions were divided between two groups of those who felt that nothing changed due to the COVID-19 pandemic and those who felt the opposite, being more involved with supports increasing during the COVID-19 pandemic. . (PsycInfo Database Record (c) 2023 APA, all rights reserved)