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Language Education in Emergencies: A Systematic Review
Journal of Language and Education Pub Date : 2021-12-14 , DOI: 10.17323/jle.2021.12462
Athip Thumvichit , Savika Varaporn , Vorakorn Tuvachit

In response to the Covid-19 pandemic, education systems around the globe suspended on-site classes and transitioned instruction to various remote environments, creating a distinctive context for teaching and learning. This systematic review brings together the available research in language education within the current emergency setting to examine the state of affairs, as well as the situation’s inherent challenges and opportunities for language learners and teachers. A total of 38 studies were collected to reflect the current trend, with 16 of these in-depth reviewed. Research focusing on learners was dominant. Most research was conducted at the tertiary level. The studies highlighted digital tools that are capable of engaging language learners in an interactive learning experience, though they are unable to replace face-to-face instruction. Outside-of-class support such as extra channels of communication, self-access language learning (SALL) materials, and advising in language learning (ALL) were all found to complement remote learning. It is recommended that teachers try to retain their teaching principles and put them into practice regardless of the abrupt transition. Teachers’ wellbeing can be promoted when teachers accept the changes and see them as opportunities.

中文翻译:

紧急情况下的语言教育:系统回顾

为应对 Covid-19 大流行,全球的教育系统暂停了现场课程,并将教学转移到各种远程环境,为教学创造了独特的环境。本系统综述汇集了当前紧急情况下语言教育方面的现有研究,以检查事态,以及语言学习者和教师面临的固有挑战和机遇。共收集了 38 项研究以反映当前趋势,其中 16 项进行了深入审查。以学习者为中心的研究占主导地位。大多数研究是在高等教育层面进行的。这些研究强调了能够让语言学习者参与互动学习体验的数字工具,尽管它们无法取代面对面的教学。课外支持,如额外的沟通渠道、自主语言学习 (SALL) 材料和语言学习建议 (ALL) 都被发现可以补充远程学习。建议教师尽量保留他们的教学原则,并将其付诸实践,而不考虑突然的转变。当教师接受变化并将其视为机遇时,教师的幸福感就会得到提升。
更新日期:2021-12-14
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