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Technology-mediated Crisis Response in Language Studies

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The COVID-19 crisis was unplanned, unprecedented, and highly unpredictable, leading educators to rethink their pedagogies, policies, practices, technologies, strategies and more. In the months and years following, educational institutions were forced to adjust to new ways of doing their work, refinements with long-term implications for language learning and teaching. Much of the early research in language education which came about as a result of the COVID-19 pandemic focused on its negative effects, such as the lack of infrastructure and preparedness (Tao & Gao, 2022), (in)equitable access for educators and learners (Back, Zavala, & Franco, 2022), perceived lowered outcomes (Moser, Wei & Brenner, 2021), and emotional burdens (MacIntyre, Gregersen, & Mercer, 2020). In this volume, we capture some of the lessons learned during and as a result of the COVID-19 pandemic in order to move forward as a field with intention and purpose, and to take advantage of any crisis-prompted innovation. The volume aims to provide implications for other current and future challenges and crises that require our attention in language teaching and technology. Contributions will bring additional depth to the pandemic discussion in each of the four parts: (1) Emergency Response, (2) Problem Solving, (3) Outcomes, and (4) By-Products.

Published: Apr 18, 2024

Book Contributors


Section Chapter Authors
Acknowledgements Senta Goertler, Jesse Gleason
1. Working through Crises Senta Goertler, Jesse Gleason
Part 1: Emergency Response
2. Remote Language Teaching and Changes in College-level World Language Educators' Knowledge and Attitudes Toward Online Language Teaching Li Jin, Yi Xu, Elizabeth Deifell
3. An Examination of Online isiZulu Language Learning During COVID-19: A South African Perspective Roshni Gokool, Shamila Naidoo
4. Developing and Implementing Virtual Reality Simulations for Medical Spanish as a Response to Emergency Teaching Giovanni Zimotti, Alyssia Miller De Rutté
Part 2: Problem Solving
5. The Future of Language Education in the Light of COVID: A European Survey Project on Lessons Learned and Ways Forward Bernd Rüschoff
6. Post-Pandemic Language Teaching: Language Instructors’ Technology Integration Practices Luca Giupponi, Bethany Zulick , Emily Heidrich Uebel
7. Spanish Language Teachers’ Experiences During the Pandemic: From In-person to Online Teaching and Back Claudia Sanchez Gutierrez, Ana Ortega Perez , Ana Ruiz Alonso Bartol, Paloma Fernandez Mira, Diane Querrien , Shelley Dykstra
8. Language Teachers as ERT Professionals During COVID: A Perspective from Professional Didactics Jill Landry, Marie-Josee Hamel
Part 3: Outcomes
9. The Impact of Technology-informed Crisis Response on Post-pandemic Spanish Proficiency Jesse Gleason, Andy Bartlett
10. Exploring Flipped English-medium Content Courses in Japanese Higher Education Elizabeth Lavolette, Mayumi Asaba
11. Confronting Crisis with Craft: Students’ Perceptions of Language Teaching During the COVID-19 Pandemic Kimberly Morris , Mikaela Robarge , Pablo Robles Garcia
Part 4: By-products
12. Feeling Through Technology: Affect and Emotional Attachments During Remote Teaching Chantelle Warner, Wenhao Diao
13. Predicting Success in Difficult Times: A Latent Class Analysis of World Language - Teachers’ Online Experience During the COVID-19 Pandemic Marta Tecedor, Inmaculada Gómez Soler
14. The Infinite Loop of Change: A Reflection on the Technology-mediated Transformation of a TESOL Program Elena Schmitt, Anastasia Sorokina
Part 5: Lessons Learned
15. Crisis Response and Crisis Preparedness: Moving Forward Senta Goertler, Jesse Gleason
End Matter
Index Senta Goertler, Jesse Gleason