The impact of COVID-19 in an ESP courseAn unforeseen adaptation to distance teaching: El impacto de la COVID-19 en un curso de inglés con fines específicos: Una adaptación imprevista a la enseñanza no presencial

  1. López-Zurita, Paloma 1
  1. 1 Universidad de Cádiz
    info

    Universidad de Cádiz

    Cádiz, España

    ROR https://ror.org/04mxxkb11

Aldizkaria:
Didacticae. Journal of Research in Specific Didactics: / Revista d'Investigació en Didàctiques Específiques / Revista de Investigación en Didácticas Específicas.

ISSN: 2462-2737

Argitalpen urtea: 2022

Zenbakia: 11

Orrialdeak: 42-58

Mota: Artikulua

DOI: 10.1344/DID.2022.11.42-58 DIALNET GOOGLE SCHOLAR lock_openSarbide irekia editor

Beste argitalpen batzuk: Didacticae. Journal of Research in Specific Didactics: / Revista d'Investigació en Didàctiques Específiques / Revista de Investigación en Didácticas Específicas.

Laburpena

The unexpected COVID-19 outbreak in the middle of the school year 2019-2020 and the subsequent declaration of the state of emergency by the Spanish government brought about a dramatic change in classroom structure along with digital innovation at all levels worldwide. Traditional classes inevitably needed to be shifted to an unprecedented as well as unexpected non-face-to-face model that both teachers and students had to use without prior training and which, consequently, required great effort and dedication. This article describes a case study of this adaptation process as it actually ensued in an eminently practical subject. On the other hand, it also examines the students’ perception based on an assessment survey on the methodology and activities implemented along the course. The results show the right and wrong choices made in the process, the students’ opinion about them together with potential solutions to correct the bad practices identified in the study. Finally, this article shows the extraordinary evolution of the use of new technologies in education as unforeseen one year ago.

Erreferentzia bibliografikoak

  • Alhumaid, K., Ali, S., Waheed, A., Zahid, E., & Habes, M. (2020). COVID-19 & elearning: perceptions & attitudes of teachers towards e-learning acceptance in the developing countries. Multicultural Education, 6(2), 100-116. https://doi.org/hcfs
  • Baladrón, A. J., Correyero, B., & Manchado, B. (2020). Digital transformation of university teaching in communication during the COVID-19 emergency in Spain: an approach from students’ perspective. Revista Latina de Comunicación Social, 78, 265-287. https://bit.ly/3q8WeHY
  • Bates, T. (2008). What do you mean by ...? Online Learning and Distance Education Resources. https://bit.ly/3eL5U4K
  • Bates, T. (2021). OECD report on the state of school education one year into the pandemic. Online Learning and Distance Education Resources. https://tinyurl.com/y2hkbkwx
  • Bocanegra, A., & Basturkmen, H. (2019). Investigating the teacher education needs of experienced ESP teachers in Spanish universities. Ibérica: Revista de la Asociación Europea de Lenguas para Fones Específicos, 38, 127-150. https://bit.ly/3zGUmt4
  • Cabrera, L. (2020). Efectos del coronavirus en el sistema de enseñanza: aumenta la desigualdad de oportunidades educativas en España. Revista de Sociología de la Educación-RASE, 13(2), 114-139. https://doi.org/ggws63
  • Cárdenas, M. L., Nieto-Cruz, M. C., & Martínez, E. (2021). Editorial: Possible research paths for English language teacher-researchers in the wake of the COVID-19 pandemic. Profile: Issues in Teachers’ Professional Development, 23(1), 7-10. https://doi.org/hcft
  • Cotino, L. (2020). La enseñanza digital en serio y el derecho a la educación en tiempos del coronavirus. Revista de Educación y Derecho, 21, 1-29. https://doi.org/gh6c6b
  • Díez, E., & Gajardo, K. (2020). Educar y evaluar en tiempos de Coronavirus: la situación en España. Multidisciplinary Journal of Educational Research, 10(2), 102-134. https://doi.org/gjxkvm
  • Doghonadze, N., Aliyev, A., Halawachy, H., Knodel, L., & Adedoyin, A. S. (2020). The degree of readiness to total distance learning in the face of COVID-19-teachers’ view (Case of Azerbaijan, Georgia, Iraq, Nigeria, UK and Ukraine). Journal of Education in Black Sea Region, 5(2), 2-41. https://doi.org/hcfv
  • Dörnyei, Z. (2013). Questionnaires in second language research. Construction, administration, and processing. Lawrence Erlbaum.
  • EDC (European Education Center) (2021). Confinement measures in EU countries. Spain (Andalusia). University of Almeria. https://bit.ly/3FV77CO
  • Fernández, P. (2018). La enseñanza de lenguas extranjeras a través de las nuevas tecnologías: reflexiones y propuestas. Thélème: Revista Complutense de Estudios Franceses, 33(2), 139-158. https://doi.org/hcfw
  • Fernández-Gubieda, S. (2020). Docencia Rubic: aprendizajes de la enseñanza universitaria en tiempos de la Covid-19. Eunsa.
  • Fischer, H., & Rodríguez, M. C. (2020). La docencia a distancia del inglés: una experiencia didáctica en la universidad. Magister: Revista Miscelánea de Investigación, 32(1), 87-92. https://doi.org/fx4s
  • Fitria, T. N. (2020). Teaching English through online learning system during Covid-19 pandemic. Pedagogy: Journal of English Language Teaching, 8(2), 138-148. https://doi.org/hcfx
  • García-García, Mª D. (2020). La docencia desde el hogar. Una alternativa necesaria en tiempos del Covid 19. Polo del Conocimiento: Revista Científico-Profesional, 5(4), 304-324. https://bit.ly/3qchJaV
  • Hasbi, M. (2020) (Ed.) English teaching practices in Indonesia during Covid-19 crisis. Muhamad Hasbi.
  • Hernández-Sánchez, S., López-Gutiérrez, J. F., & Rocas-Rocas, B. (2020). Reflexiones sobre las prácticas sociales y la enseñanza virtual en las escuelas normales en tiempos de COVID-19. Revista Eduscientia. Divulgación de la Ciencia Educativa, 3(6), 86-101. https://bit.ly/32WDdPY
  • Huang, M., Shi, Y., & Yang, X. (2020). Emergency remote teaching of English as a foreign language during COVID-19: Perspectives from a university in China. IJERI: International Journal of Educational Research and Innovation, 15, 400-418. https://doi.org/gjtdp4
  • INE (Instituto Nacional de Estadística) (2020). Deaths according to cause of death. Advance January-May 2019 and 2020. Press Releases. https://bit.ly/32IXecV
  • INE (Instituto Nacional de Estadística) (2021). Habitantes. https://www.ine.es/index.htm
  • Iswati, L. (2021). When teaching must go on: ESP teachers’ strategies and challenges during COVID-19 Pandemic.
  • Eralingua: Jurnal Pendidikan Bahasa Asing dan Sastra, 5(1), 36-52. https://doi.org/hcfz
  • JISC (Joint Information Systems Committee) (2021). Student digital experience insights survey 2020/21. https://bit.ly/3eOecJq
  • La Moncloa. Gobierno de España y Presidencia del Gobierno Español. (2020, April 25). Next Council of Ministers to approve gradual, asymmetrical de-escalation plan with common rules. https://tinyurl.com/yxckygc9
  • LeCor, G., & Coutherut, M. (2020). Online courses in times of pandemic: ESP and applied English classes at Université Paris 8. ASp. La revue du GERAS, 78. https://doi.org/hcf2
  • Leech, N., & Onwuegbuzie, A. (2009). A typology of mixed methods research designs. Quality and Quantity. International Journal of Methodology, 43, 265-275. https://doi.org/frmp79
  • Lytovchenko, I., & Voronina, H. (2020). MOOC as remote ESP learning tool at university in quarantine: focus on students’ attitudes, Revista Romaneasca Pentru Educatie Multidimensionala, 12(2Sup1), 70-76. https://doi.org/hcf4
  • Luporini, A. (2020). Implementing an online English linguistics course during the Covid-19 emergency in Italy: teacher’s and students’ perspectives. ASp. La revue du GERAS, 78. https://doi.org/hcf5
  • Menéndez, C. (2020). “¡No es esto, no es esto!”: reflexiones docentes desde una universidad presencial (presuntamente) virtualizada. Magister: Revista Miscelánea de Investigación, 32(1), 129-136. https://doi.org/hcf6
  • Ministerio de Universidades. (2020, June 10). Recomendaciones del Ministerio de Universidades para adaptar el curso 2020-2021 a una presencialidad adaptada. https://tinyurl.com/y2bcvgak
  • Niño, S., Castellanos-Ramírez, J. C., & Patrón, F. (2021). Contrasting the experiences of university students in two educational scenarios: online teaching vs. emergency remote teaching. RED. Revista de Educación a Distancia, 65, 21(7). https://doi.org/hcf7
  • OECD (2021).The state of school education: one year into the Covid pandemic. OECD. https://doi.org/gnm9b2
  • Onyema, E., Nwafor, C., Faith, A., & Sen, S. (2020). Impact of coronavirus pandemic on education. Journal of Education and Practice, 11(13), 108-121. https://doi.org/ghd7sp
  • Orhan, G., & Beyhan, Ö. (2020). Teachers’perceptions and teaching experiences on distance education through synchronous video conferencing during Covid-19 pandemic. Social Sciences and Education Research Review, 7(1), 8-44. https://bit.ly/3ncDiGy
  • Ortega, V. (2020). El reto de mantener las aulas abiertas de manera virtual en tiempos de coronavirus. 7 Congreso Internacional sobre Salud. Universidad Autónoma de Zacatecas, México. https://tinyurl.com/y4e245x9
  • Rababah, L. (2020). ICT obstacles and challenges faced by English language learners during the coronavirus outbreak in Jordan. International Journal of Linguistics, 12(3), 28-36.
  • Rabea, A., & Abdalgane, M. (2020). Teaching English literacy in the time of COVID-19 pandemic in higher education: a case study in Saudi Qassim University. Multicultural Education, 6(5), 204-215. https://doi.org/hcf9
  • Rapanta, C., Botturi, L., Goodyear, P., Guárdia, L., & Koole, M. (2020). Online university teaching during and after the Covid-19 crisis: refocusing teacher presence and learning activity. Postdigital Science and Education, 2, 923-945. https://doi.org/gg4vwp
  • Sahin, I., & Shelley, M. (Eds.). (2020). Educational practices during the COVID-19 viral outbreak: International perspectives. ISTES Organization. https://tinyurl.com/y693vu4j
  • Saidi, M., & Afshari, M. (2021). Computer-assisted language learning in English for academic purposes courses: eliciting the instructors’ perspectives within the Covid-19 pandemic period. Future of Medical Education Journal, 11(1), 13-17. https://doi.org/hcgb
  • Shokirovich, T. O., & Abdijalilovna, Z. D. (2020). Teaching EFL and ESP for Law. Activities and challenges during the covid-19 pandemic in Uzbekistan. Solid State Technology, 63(6), 8318-8325. https://bit.ly/3JH8cAu
  • Sepulveda-Escobar, P., & Morrison, A. (2020). Online teaching placement during the COVID-19 pandemic in Chile: challenges and opportunities. European Journal of Teacher Education, 43(4), 587-607. https://doi.org/gncqpf
  • Sun, L., Tang, Y., & Zuo, W. (2020). Coronavirus pushes education online. Nature Materials, 19(6), 687-687. https://doi.org/gmmdt9
  • Tejedor, S., Cervi, L., Tusa, F., & Parola, A. (2020). Education in times of pandemic: reflections of students and teachers on virtual university education in Spain, Italy, and Ecuador. Revista Latina de Comunicación Social, 78, 1-21. https://doi.org/fp5h
  • Trujillo, F., (2021). The school year 2020-2021 in Spain during COVID-19: country report. Publications Office of the European Union. https://doi.org/hcgc
  • Stankova, E. (2019). Blended solutions for teaching English for specific purposes. In L. Gómez, A. López & I. Candel (Eds.), EDULEARN19 Proceedings 11th International Conference on Education and New Learning Technologies (pp. 941-947). IATED Academy.
  • Tsai, S., & Machado, P. (2002). E-learning, online learning, web-based learning, or distance learning: unveiling the ambiguity in current terminology. eLearn Magazine, Education and Technology in Perspective, 7, 3. https://bit.ly/3zlZtPa
  • Velazque, L., Valenzuela, C.J., & Murillo, F. (2020). Pandemia COVID-19: repercusiones en la educación universitaria. Odontología Sanmarquina, 23(2), 203-206. https://bit.ly/3K9m3Qj
  • Waicekawsky, L., Laurenti, L., & Yuvero, F. (2020). Teaching ESP online during the COVID-19 pandemic: An account of Argentinian students on this teaching modality. SHS Web of Conferences, 88. https://doi.org/hcgd
  • Working group for the surveillance and control of COVID-19 in Spain. (2020) The first wave of the COVID-19 pandemic in Spain. Characterisation of cases and risk factors for severe outcomes, as at 27 April 2020. Euro Surveillance Journal, 25(50). https://tinyurl.com/y3yeerbw
  • Xarles, G., & Martínez, P. (2020). Docencia no presencial de emergencia: un programa de ayuda de emergencia en el ámbito de la educación superior en tiempos de la COVID-19. Análisis Carolina, 32, 1-12. https://doi.org/hcgf
  • Zaharah, Z., Kirilova, G. I., & Windarti, A. (2020). Impact of corona virus outbreak towards teaching and learning activities in Indonesia. SALAM: Jurnal Sosial dan Budaya Syar-I, 7(3), 269-282. https://doi.org/hcgg
Datuen iturria: Dialnet