This paper illustrates some teachers’ perspectives, beliefs and experiences as to distance learning before and during the COVID-19 pandemic. A specifically designed online survey was administered to a hundred primary-school EFL teachers in some regions of Italy, Romania, and Spain in May/July 2020, and a comparative analysis of the responses was conducted to examine how teachers bore the brunt of the pandemic in areas that were severely affected by it. Results suggest that educators were somehow prepared to face distance learning in terms of resources and materials. During the lockdown they used synchronous video-conferencing tools and online games more extensively. Although they struggled to monitor children’s progress and to maintain motivation throughout the school closures, educators seem ready to implement these tools and strategies in future blended teaching. However, educators admit to lack specific training aimed at learning how to implement EFL online teaching, and they are concerned about its efficacy with young learners.

Canals-Botines, M., Crișan, M., Leproni, R., Medina-Casanovas, N., Pujol Tubau, M., Raluy Alonso, A. (2021). The Challenge of Distant Teaching for Primary School Teachers of English during the Covid-19: the Cases of Spain, Italy and Romania. LEA, 10, 393-404 [10.13128/LEA-1824-484x-12798].

The Challenge of Distant Teaching for Primary School Teachers of English during the Covid-19: the Cases of Spain, Italy and Romania

Raffaella Leproni;
2021-01-01

Abstract

This paper illustrates some teachers’ perspectives, beliefs and experiences as to distance learning before and during the COVID-19 pandemic. A specifically designed online survey was administered to a hundred primary-school EFL teachers in some regions of Italy, Romania, and Spain in May/July 2020, and a comparative analysis of the responses was conducted to examine how teachers bore the brunt of the pandemic in areas that were severely affected by it. Results suggest that educators were somehow prepared to face distance learning in terms of resources and materials. During the lockdown they used synchronous video-conferencing tools and online games more extensively. Although they struggled to monitor children’s progress and to maintain motivation throughout the school closures, educators seem ready to implement these tools and strategies in future blended teaching. However, educators admit to lack specific training aimed at learning how to implement EFL online teaching, and they are concerned about its efficacy with young learners.
Canals-Botines, M., Crișan, M., Leproni, R., Medina-Casanovas, N., Pujol Tubau, M., Raluy Alonso, A. (2021). The Challenge of Distant Teaching for Primary School Teachers of English during the Covid-19: the Cases of Spain, Italy and Romania. LEA, 10, 393-404 [10.13128/LEA-1824-484x-12798].
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Utilizza questo identificativo per citare o creare un link a questo documento: https://hdl.handle.net/11590/395959
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