Webinars for English Language Teachers During the Pandemic: Global Perspectives on Transitioning to Remote Online Teaching

The current pandemic closed schools worldwide, tasking teachers to engage learners remotely without time to prepare. This study focuses on a professional development webinar series for English language teachers worldwide. Access to geographically dispersed English language teachers created an opport...

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Bibliographic Details
Published inAERA open Vol. 8; p. 233285842210839
Main Authors Shin, Joan Kang, Borup, Jered, Barbour, Michael K., Quiroga Velasquez, Rocio V.
Format Journal Article
LanguageEnglish
Published Los Angeles, CA SAGE Publications 01.04.2022
Sage Publications Ltd
SAGE Publishing
Subjects
Computer assisted language learning
COVID-19
Distance learning
Educational activities
Educational technology
English as a second language
English language
English teachers
Feedback
Foreign language instruction
Internet
Learning environment
Online instruction
Teacher education
Teaching
Time
COVID-19
learning environments
online
instructional technologies
survey research
professional development
webinars
English language teaching
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Summary:The current pandemic closed schools worldwide, tasking teachers to engage learners remotely without time to prepare. This study focuses on a professional development webinar series for English language teachers worldwide. Access to geographically dispersed English language teachers created an opportunity to gain international perspectives on teachers’ challenges, perceptions, and needs related to transitioning to remote, online teaching. We found webinars were an effective way to provide just-in-time professional development for teachers globally, particularly about engaging students, providing feedback, developing online presence, and creating activities specific for online learning environments. The main challenges teachers reported facing were keeping their students engaged and progressing in the learning activities; unequal student access to technology and the internet; and learning and troubleshooting technology. At the same time, learning new technology and online resources was also what teachers most frequently reported enjoying about remote teaching.
ISSN:2332-8584
2332-8584
DOI:10.1177/23328584221083976