Abstract To mitigate transmission of COVID-19, rapid changes in instructional delivery moved from in-person to remote instruction. Although literature from before the crisis suggests that online language learners fare at least as well as their face-to-face counterparts, the abrupt shift from face-to-face contexts to remote learning is fundamentally different from planned online learning. Understanding the nature of this shift can inform future online and remote teaching. This national survey study was guided by research questions that explore any substantive change in the practices and perceptions of PreK-12 and post-secondary language teachers’ instruction during COVID-19. It explores any change as related to classroom setting (PreK-12 vs post-secondary) and prior experience with distance education. Data suggest that few language educators reported experiences with or positive perceptions toward teaching online before COVID-19. However, they made numerous adjustments to their typical procedures/policies and expectations while engaged in remote teaching. Educators expressed concerns about student outcomes. PreK-12 teachers and those without prior experience with online teaching were least confident that instructional goals were met despite having reported well-designed courses. Implications for effective remote language teaching are presented for consideration.

中文翻译：

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COVID-19 期间的远程教学：一项全国语言教育者调查的启示

摘要 为了减轻 COVID-19 的传播，教学交付的快速变化从面对面教学转变为远程教学。尽管危机之前的文献表明，在线语言学习者的表现至少与面对面学习者一样，但从面对面学习到远程学习的突然转变与有计划的在线学习有着根本的不同。了解这种转变的性质可以为未来的在线和远程教学提供信息。这项全国性的调查研究以研究问题为指导，探索在 COVID-19 期间 PreK-12 和中学后语言教师教学的实践和观念的任何实质性变化。它探讨了与课堂环境（PreK-12 与中学后）和先前远程教育经验相关的任何变化。数据表明，在 COVID-19 之前，很少有语言教育者报告在线教学的经验或积极的看法。然而，他们在进行远程教学时对其典型的程序/政策和期望进行了多次调整。教育工作者表达了对学生成绩的担忧。尽管报告了精心设计的课程，但 PreK-12 教师和那些没有在线教学经验的教师对达到教学目标的信心最低。提出了对有效远程语言教学的影响以供考虑。尽管报告了精心设计的课程，但 PreK-12 教师和那些没有在线教学经验的教师对达到教学目标的信心最低。提出了对有效远程语言教学的影响以供考虑。尽管报告了精心设计的课程，但 PreK-12 教师和那些没有在线教学经验的教师对达到教学目标的信心最低。提出了对有效远程语言教学的影响以供考虑。