1 INTRODUCTION

Schools worldwide have been affected by the COVID-19 pandemic. Teachers had to transition to online lessons. Pupils, too, were forced to adapt to distance education and the lack of social interaction that brick-and-mortar schools can provide. International schoolchildren who returned home had to contend with online classes in different time zones, technological issues, and growing concerns over physical and mental well-being.

With the above driving the current study, we report on how English as an additional language (EAL) pupils enrolled in a preparatory school in Oxford, England coped with emergency remote teaching (ERT). In the United Kingdom, preparatory schools are independent primary schools for children up to 13 years old. Like others globally, these pupils had to study online beginning in late March 2020. Adapting the definition provided by Hodges, Moore, Lockee, Trust, and Bond (2020), we define ERT as a temporary shift from on-site instruction to online education due to crisis circumstances. Theoretically, we draw on self-determination theory and the concept of secondary control.

中文翻译：

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面对紧急远程教学的应变能力：EAL 学生在 COVID-19 大流行期间的经历

1 介绍

世界各地的学校都受到了 COVID-19 大流行的影响。教师不得不过渡到在线课程。学生也被迫适应远程教育和实体学校无法提供的社交互动。回国的国际学生不得不面对不同时区的在线课程、技术问题以及对身心健康日益增长的担忧。

由于上述因素推动了当前的研究，我们报告了在英国牛津的一所预科学校注册的英语作为附加语言 (EAL) 学生如何应对紧急远程教学 (ERT)。在英国，预科学校是面向 13 岁以下儿童的独立小学。与全球其他学生一样，这些学生必须从 2020 年 3 月下旬开始在线学习。 根据 Hodges、Moore、Lockee、Trust 和 Bond（2020 年）提供的定义，我们将 ERT 定义为从现场教学到在线教育的临时转变由于危机情况。从理论上讲，我们借鉴了自决理论和二次控制的概念。