Estrella Félix
ESPOL Polytechnic University, Escuela Superior Politécnica del Litoral, ESPOL, Faculty of Social Sciences and Humanities, Campus Gustavo Galindo Km. 30.5 Vía Perimetral, P.O. Box 09-01-5863, Guayaquil, Guayas, Ecuador.
Int J Educ Res Open. 2022;3:100141. doi: 10.1016/j.ijedro.2022.100141. Epub 2022 Feb 28.
COVID-19 appeared at the beginning of 2020, affecting, among others, the education industry. As a result, a lock-down quarantine was declared, and on-campus classes were suspended. Accordingly, emergency remote teaching (ERT) was set into motion to solve the education issue. This investigation surveyed 20 Ecuadorian polytechnic university English teachers and obtained their reflections on their experience with ERT. This paper bases on mixed-methods research that used a Likert-scaled survey and interviews to respond to the established research questions. The results show that, in a general sense, teachers were not ready for the sudden shift to ERT, which generated feelings of anxiety. The most significant disadvantage reported was the extra workload caused by adapting materials and giving feedback to students. COVID-19 struck at the beginning of 2020, affecting, among others, the education industry. As a result, a lockdown quarantine was declared, and on-campus classes were suspended. Accordingly, emergency remote teaching (ERT) was set into motion to solve the education issue. This research aimed to obtain the reflections of 20 Ecuadorian polytechnic university English teachers on their experiences using ERT during two semesters. This paper is based on an explanatory sequential mixed-methods research design that used a Likert-scale survey and interviews to respond to the established research questions. In a general sense, the findings show that teachers were not ready for the sudden shift to ERT at the beginning of the pandemic, which generated feelings of anxiety. The most significant disadvantage reported was the extra workload caused by adapting materials and giving feedback to students. The study suggests that changing classes from on-campus to emergency remote teaching was not easy to carry out at the beginning of the pandemic. There are practical implications for language department managers as it gives them light to prepare for the continuing pandemic and any other crisis that might require ERT to be in practice again.
2019冠状病毒病于2020年初出现，尤其对教育行业产生了影响。结果，宣布实施封锁隔离，校园课程暂停。因此，启动了应急远程教学（ERT）来解决教育问题。本调查对20名厄瓜多尔理工大学英语教师进行了调查，并获得了他们对应急远程教学经历的反思。本文基于混合方法研究，使用李克特量表调查和访谈来回答既定的研究问题。结果表明，总体而言，教师们对突然转向应急远程教学没有做好准备，这产生了焦虑情绪。报告的最显著缺点是改编材料和给学生反馈所带来的额外工作量。2019冠状病毒病于2020年初爆发，尤其对教育行业产生了影响。结果，宣布实施封锁隔离，校园课程暂停。因此，启动了应急远程教学（ERT）来解决教育问题。本研究旨在了解20名厄瓜多尔理工大学英语教师在两个学期中使用应急远程教学的经历的反思。本文基于一种解释性顺序混合方法研究设计，使用李克特量表调查和访谈来回答既定的研究问题。总体而言，研究结果表明，在疫情初期，教师们对突然转向应急远程教学没有做好准备，这产生了焦虑情绪。报告的最显著缺点是改编材料和给学生反馈所带来的额外工作量。该研究表明，在疫情初期，将课程从校内教学改为应急远程教学并非易事。这对语言系管理人员具有实际意义，因为这使他们能够为持续的疫情以及可能需要再次实施应急远程教学的任何其他危机做好准备。
