English as a Foreign Language in a New-Found Post-Pandemic World

Description

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