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.

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.

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.

EMERGENCY REMOTE TEACHING IN INDONESIA: A MISSED OPPORTUNITY FOR GREATER LEARNER AUTONOMY

The sudden switch to learning from home during the COVID-19 pandemic impacted teachers across the world. In Indonesia, schools were closed from early March 2020 onwards. This paper presents the findings of a qualitative research project that investigated how Indonesian teachers of English responded to the challenges of Emergency Remote Teaching (ERT) and whether ERT would lead to greater learner autonomy. Ten teachers responded to an invitation to participate in focus groups and individual interviews on Zoom and to contribute examples of their lesson plans from the lockdown period. All teachers found that WhatsApp was the most efficient and effective platform for remote teaching, allowing synchronous and asynchronous sharing of audio, video and text-based materials. Despite the challenges of poor connectivity and lack of faceto-face contact, the teachers were able to continue involving their students actively in integrated, communicative tasks that pushed them to extend their communicative competence. Unexpectedly, however, the move to online teaching did not herald a shift towards greater learner autonomy. The data from this research shows that English language teaching in Indonesia is still firmly teachercontrolled despite the affordances of online learning.

E-Classroom Interactional Competencies: Mediating and Assisting Language Learning During Synchronous Online Lessons

Interaction is seen by many English language teachers and scholars as an essential part of face-to-face English language classrooms. Teachers require specific competencies to effectively use interaction as a tool for mediating and assisting learning. These can be referred to as classroom interactional competence (CIC). However, the situation created by the ongoing global COVID-19 pandemic which began in early 2020, and the recent advancement in technologies have led to teachers conducting synchronous online lessons through video-conferencing software. The online environment is distinctly different from the face-to-face classroom and teachers require new and additional skills to effectively utilise interaction online in real time. This exploratory study used an online mixed-method survey of 75 university level English language teachers who had engaged in synchronous online teaching due to COVID-19, to explore the competencies that teachers need to use interaction as a tool to mediate and assist language learning in synchronous online lessons. Teachers were found to require three competencies, in addition to their CIC – technological competencies, online environment management competencies, and online teacher interactional competencies – which together constitute e-CIC. The findings provide greater insights into the needs of teachers required to teach synchronously online and will be of interest to teachers and teacher educators. [ABSTRACT FROM AUTHOR] Copyright of RELC Journal is the property of Sage Publications, Ltd. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

"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.

"COVID-19 is an Opportunity to Rediscover Ourselves": Reflections of a Novice EFL Teacher in Central America

This article presents a case study that examined the principles and practices of one novice English as a foreign language (EFL) teacher at a prominent English language institution in Central America. This qualitative study sought to contribute to the discussion of the perceived interdependent influences of EFL teachers' thoughts, identities, and behaviors through five stages of self-reflection in Farrell's framework for reflective practice. The EFL teacher engaged in conscious reflection to subject their beliefs to critical analysis and interpretation expressed through their philosophy, principles, theory, practice, and beyond practice. Overall, the findings confirm that reflections in all five stages are connected to several common themes, but simultaneously reveal a complex relationship between the teacher's stated principles and actual practice. The discussion explores potential reasons for convergence and divergence in teachers' beliefs and classroom actions, concluding that the results correlate with previous research in the field of language education and teacher reflection. [ FROM AUTHOR] Copyright of RELC Journal is the property of Sage Publications, Ltd. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full . (Copyright applies to all s.)

Language Teaching during a Pandemic: A Case Study of Zoom Use by a Secondary ESL Teacher in Hong Kong

This article reports a case study of an English as a Second Language (ESL) teacher in Hong Kong who conducted lessons via Zoom during the COVID-19 pandemic. The study focused on the factors influencing her technology integration in synchronous online teaching mode. Using data from classroom recordings, stimulated-recall and semi-structured interviews, this study uncovered how Zoom functioned as a substitute for face-to-face lessons. The findings revealed that although there were fewer interactions between the teacher and her students, teaching in synchronous online mode provided the teacher with opportunities to utilize certain online features to augment methods of checking student understanding. The study identified the teacher's pedagogical beliefs, the context and professional development as factors that influenced the level of technology integration in her Zoom classes. The study concludes that embracing process-oriented pedagogies may be necessary for a higher level of technology integration among ESL teachers who have adequate professional development opportunities and school support. [ FROM AUTHOR] Copyright of RELC Journal is the property of Sage Publications, Ltd. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full . (Copyright applies to all s.)

The Case for Playful Pedagogy in the High School English Classroom

Boehm and Franklin investigate how approaching pedagogy through a framework of playfulness in the secondary English classroom can facilitate joy in teaching and learning. Drawing from sociocultural perspectives of literacy, they define a playful approach to secondary literacy pedagogy as one that involves imagination, responsiveness, and laughter. Decades of research have pointed to play as a valuable classroom practice for young learners. They argue that secondary English teachers can draw on this research to approach literacy learnin playfully. English education scholars have described playful literacy learning in secondary classrooms through multiliteracies and critical literacy.

"Thinking about drinking tea but not drinking tea”: Pre-service English teacher education during the COVID-19 pandemic in Turkish EFL context

This phenomenological research aimed to investigate the reflections of 34 pre-service English teachers and 31 lecturers on distance education during the COVID-19 pandemic in Turkey. An online interview form was employed as data collection tool. The participants were sent the online form to collect their reflections on their online learning/teaching experiences during the pandemic. These reflections were analysed using phenomenological research steps. At the end of the analyses, distance education was found to be useful for improving the participants' technological literacy skills and delivering theoretical courses. However, it was found to be inappropriate for practical courses such as teaching practicum and community service practices. Furthermore, the participants used various metaphors to define their online teaching/learning experiences like emergency exit, one-sided mirror, frozen lake, growing in a cage, driving a car, and sky. The participants mostly did not receive any training before using the online platform. In light of the findings, it can be claimed that necessary arrangements should be made to improve the quality of online learning platforms and both pre-service English teachers and their lecturers should receive training to benefit from distance education more effectively. In this way, pre-service English teachers can be better prepared for their future teaching in case of distance education. © The Author(s) 2023.

TEACHER ADAPTATION TO ENGLISH CLASSES IN HIGHER EDUCATION IN NORTHEASTERN PUEBLA DURING THE COVID-19 CONTINGENCY

The suspension of face-to-face classes due to the Covid-19 pandemic may represent a before and after for education in ge-neral. Some authors have called distance classes "the great experiment” because nobody knew what would happen when the entire formal education system in the world had to resort to technology to avoid collapsing. This qualitative study presents the results of ten semi-structured interviews conducted with English teachers at the higher education level in the northeastern region of the state of Puebla in Mexico. The information collected was analyzed with the support of the Atlas Ti software for qualitative data. The objective of this study was to investigate the perceptions that English teachers have regarding their process of adapting to non-face-to-face classes during the Covid-19 pandemic. The teachers report that they experienced difficulties related to schedules, technological infrastructure and appropriate methodologies for online English classes and even physical discomfort. However, they consider that despite the difficulties, this situation has also represented growth for them as English teachers. © 2023, University of Cienfuegos, Carlos Rafael Rodriguez. All rights reserved.

Opinions of Pre-service English Teachers on Distance Practicum in the Covid-19 Period: An example from Turkey

Bu çalışmanın amacı, koronavirüs (COVID-19) döneminde uygulanan uzaktan öǧretmenlik uygulaması süreci baǧlamında, Íngilizce öǧretmen adaylarının çevrimiçi öǧretmenlik uygulaması hakkında deneyimlerini ve görüşlerini ortaya çıkarmaktır. Çalışma aynı zamanda Íngilizce öǧretmen adaylarının deneyimlerinin daha önceki öǧretmenlik uygulaması kapsamındaki beklentilerinden farklı olup olmadıǧını incelemektedir. Çalışmanın katılımcıları Türkiye'de bir üniversitede öǧrenim gören 20 dördüncü sınıf Íngilizce öǧretmen adayından oluşmaktadır. Çalışmada veriler, standartlaştırılmış açık uçlu görüşme sorular yoluyla toplanmış ve verilen yanıtları sınıflamak için içerik analizi kullanılmıştır. Bu araştırmanın bulguları genel olarak, öǧretmenlik uygulamasının özellikle öǧretmen adaylarının gerçek bir okul ortamında öǧretmenlik deney imi kazanmayı desteklediǧine inandıklarını, dolayısıyla öǧretmen yetiştirme programlarının önemli bir parçası olduǧunu gösterdiǧini ortaya çıkarmıştır. Ancak, COVID-19 salgınının ortaya çıkması, öǧretmenlik uygulamasının özellikle yüz yüze öǧretmenlik deneyiminin yapılamaması açısından bazı dezavantajlara neden olan uzaktan eǧitimin bir parçası olarak sürdürülmesine yol açmıştır. Katılımcılar, pandemi döneminin uzaktan öǧretmenlik uygulamasını olumsuz açıdan etkileyerek genel anlamda öǧretmenlik deneyiminden beklentileriyle çeliştiǧini ifade etmişlerdir. Bulgular aynı zamanda, COVID-19 döneminde uzaktan öǧretmenlik uygulamasının katılımcılara göre olumlu yönlerinden ziyade olumsuz yönlerinin daha fazla olduǧunu ortaya çıkarmıştır. Katılımcılar, öǧretmenlik mesleǧinin tüm yönlerini ele alan ve onlara teoriyi pratiǧe çevirme fırsatı veren çevrimiçi uygulama düzenlemeleri isteklerini dile getirmişlerdir.Alternate :Within the context of distant practicum procedures implemented during the coronavirus (COVID-19) period, the aim of this study is to highlight the experiences and views of pre-service English teachers on e-practicum. The study also examines whether pre-service teachers' experiences contrasted with what they expected from the standard practicum procedures. The participants of the study included 20 fourth-year prospective English teachers studying at a Turkish university. Data were collected through standardized open-ended interview questions and content analysis was used to categorize the responses. The findings of this study in general show that teaching practicum is a significant part of teacher education programs as pre-service teachers believe that it particularly supports gaining teaching experience in a real school environment. However, the outbreak of the COVID-19 pandemic has led to teaching practicum being sustained as a part of distance education, which has caused certain drawbacks, especially in terms of lacking face-to-face teaching experience. Findings revealed that distant practicum during COVID-19 had more negative sides for the participants than positive ones. Participants expressed their demands for e-practicum regulations that address all aspects of the teaching profession and give them the opportunity to put theory into practice.

English teachers' perceptions of emergency remote teaching: Emotional attitudes, professional identity, and coping strategies.

While the technology integration has been widely acknowledged, insufficient effort has been made to understand English teachers' perceptions of emergency remote teaching (ERT). Given English is the primary foreign language in China and English teachers' perceptions and adoptions of ERT impact the attainment of teaching and learning goals, this study inquired into experienced university English teachers' emotional attitudes, perceptions of the reconstructed professional identity, and their strategies to cope with difficulties when conducting ERT in the Chinese English teaching context. Semi-structured interviews were conducted both online and face-to-face with five experienced universities English teachers in China. The findings indicated a trajectory of teachers' attitudes toward ERT, namely, their attitudes were switched from doubt and rejection to fondness and attachment. Experienced English teachers adopted various strategies to cope with the difficulties and challenges they have encountered, including seeking support from their peers, students, and family, as well as self-regulated learning to sustain continuing professional development. During ERT, they have reconstructed their teacher identities. The study enriched peoples' understandings of English teachers' perceptions of the ERT by contextualizing the study in the Chinese educational context. Results can provide empirical evidence for policymakers and teacher trainers to make informed decisions regarding technical support and teachers' continuing professional development.

What I Learned Leading America's First Public School

If your loved ones have lived in Boston for even one generation, they know someone who graduated from or attended BLS for a period of time. [...]more recent years, the headmaster would assemble students in the auditorium on the first day of school and say, "Look to the left of you. In 2010, under Lynne Mooney Teta's leadership, honors classes, which had served as unnecessary barriers to Advanced Placement courses and also to track a school that was already tracked by nature of its selective admissions status, were eliminated. [...]most spend more hours with us than they do with their families. Before becoming the head of the school, I left for years of rich professional experiences elsewhere, including my first school-leader position as headmaster of Another Course to College (a small pilot high school within the Boston Public Schools), chief of staff for Boston Public Schools, and deputy chief of leadership development for D.C. Public Schools.

Investigating the teacher’s perceptions of classroom management and teaching self-efficacy during Covid-19 pandemic in the online EFL courses

During the coronavirus pandemic, online education continued to expand across varied educational factors. Therefore, the teachers had to develop and change some of the strategies used in their classes previously. Online classroom management is a synchronous-based online learning environment in education that is worthwhile to modify. For this purpose, the current study sought to understand the perceptions of classroom management and teaching self-efficacy by Iranian EFL teachers during the Covid-19 pandemic. Concerning sampling, 100 male and female English teachers constituted the study sample. Data were collected via Online Teaching Self–Efficacy Inventory questionnaire through different online platforms. The findings reflected that EFL teachers could select appropriate classroom management during online and face-to-face classes. In addition, the teachers had a positive attitude toward managing the classroom during the Covid-19 pandemic. The implications of this study may open up new perspectives into successful pedagogy for, teachers and students in outbreak days.

Insights from Virtual Practicum Observation Tasks in Turkey during Covid-19

With the declaration of COVID-19 as a global pandemic in March 2020, primary and secondary schools were closed abruptly, and pre-service teachers had to attend virtual practicum through online platforms. The present study investigates the implementation of emergency remote teaching in a practicum. The study aims at providing an insight into regular observation tasks submitted by pre-service teachers so as to explore the effects of the pandemic and virtual practicum on their professional growth. The study was conducted with 23 pre-service English language teachers taking virtual practicum at two state universities in Turkey. The study employs a qualitative content analysis on observation reports submitted by participants during the School Experience Course, conducted as the first part of the practicum in the fall semester of 2020. The findings indicate that the virtualisation of courses at schools and the practicum at faculties of education has brought about serious problems in equity and the intended learning goals. The digital divide poses a serious problem, especially for the economically disadvantaged. Although mentor teachers in practicum schools appear to improve on how to teach online, in-service training and governmental or institutional support about materials and learning management systems are still needed. Based on the findings of the study, the authors suggested that all stakeholders should make the best out of the emergency remote teaching experience and learn how to cope with it rather than view it as a temporary situation, as the COVID-19 pandemic might not be the last pandemic the world might encounter.

Investigation of Preservice EFL Teacher's Digital Literary Levels and Digital Literacy Skills

There has been extensive amount of research in terms of digital literacy and digital literacy education since the notion of embracing digital literacies in teaching contexts to reach the objectives has been highly emphasised within the 21st century teaching contexts. However, a considerable amount of research has been conducted for English as a Foreign Language (EFL) teachers. This study aims to investigate digital literacy levels of pre-semce EFL teachers and also investigates if there are any significant differences of the participants' critical digital literacies in relation to their gender, grade, age, the amount of time they spend online, their beliefs concerning how competent they are while they are using digital technologies and their preferences about reading online or print materials. The study also aims to explore the possible relationships among their subs kills: technological skill, personal security skill, critical skill, device security skill, informational skill, and communication skill. This is a cross-sectional quantitative study. The results indicated that the general digital literacy levels of the participants were moderately high (x=3.75). Considering the changes with regard to their demographics, the study showed that their digital literacy levels revealed a significant difference in relation to their gender, grade, and the information they had using digital platforms. However, their digital literacy level did not show a significant difference with regard to the amount of time spent online and their preferences about reading online or print materials. Finally, considering the relationships among their sub-skills also revealed some positive or negative oriented significant relationships. Particularly with the occurrence of the pandemic disease COVID-19, many institutions all around the world have had to reorganise their programs and curricular activities in accordance with distance education to suit all practices to the learners' needs and this dictated an urgent need for the development of the digital skills of teachers to make a smooth transition. Investigating digital literacy levels and lite ray skills of EFL pre-service teachers will enlighten educators in preparing language programs.

Preparation and Practice: Preservice English Teachers' Experiences in Learning to Facilitate Text-Based Discussions

This study explores the experiences of one cohort of secondary English preservice teachers (PSTs) learning to facilitate text-based discussions during a methods course. The authors analyze how the use of a Common Core-aligned instructional text and mixed-reality simulations support PSTs in developing discussion facilitation skills. Implications highlight that teacher educators need to examine their timing of approximations in teacher education programs and explain how simulated environments are intentionally used for PSTs to refine their practice.

Emergency remote English language teaching and learning: Voices of primary school students and teachers in Kazakhstan

This qualitative study documents the experiences of 38 Grade 5 students and their six female teachers from four state‐maintained schools in Kazakhstan teaching/learning English during emergency remote teaching and learning (ERT&L). It was guided by Kearney et al.’s (2012) framework that provides three dimensions that influence individuals’ teaching and learning experience when using technological devices: personalisation, collaboration and authenticity. The data collected through online individual interviews and students’ drawings suggest that the participants asserted their agentive reflexivity and critical awareness of the advantages and drawbacks of their ERT&L experiences. Several teachers indicated that although ERT&L helped them make financial and professional gains, they had difficulty assessing their students’ progress online, and work overload had negative impacts on their well‐being and quality of life. Many students criticised some English teaching practices during COVID‐19, including the allocation of more homework, and lack of co‐operative activities and individual attention. The study has pedagogical implications and provides further evidence of the need for stakeholders to take the well‐being of teachers into account, promote collaboration between different social actors and provide teachers with proper training in the use of online platforms. It also stresses the importance of using participatory research methods involving children to capture their thoughts and interpretation of their emergency remote learning experiences.