Access, Equity and Engagement in Online Learning in TESOL

1. Introduction

2. Transforming TESOL through virtual flipped classrooms in the Global South: Navigating the COVID-19 pandemic and beyond

3. Emergency online ELT in Vietnam: Exploring primary school teachers' experiences, access to capital, and challenges

4. Voices of early-career EFL teachers during emergency remote teaching (ERT) in rural areas in Indonesia: "My students were missing"

5. EFL teachers' emotions and emotion regulation strategies in online teaching during the COVID-19 pandemic

6. Navigating the shift: Exploring teachers' perceptions and practices in transitioning to online collaborative writing

7. The experience of academic burnout by Vietnamese EFL learners during online emergency classes: Different voices matter

8. Lessons learnt from engaging TESL students in online learning during a pandemic in a Malaysian ODL institution

9. Learning challenges during COVID-19: Omani students as a case study

10. Bridging the digital divide in EFL classrooms: Post COVID-19 lessons from Vietnamese lecturers' experience

11. Access, engagement and equity considerations in developing cultural competency in translation

12. Challenges with Emergency Remote Teaching (ERT) in the adult migrant English programme: An autoethnography

13. Towards equitable language learning in the digital post-pandemic era: Future directions for TESOL in the Global South

Este título pertence ao(s) assunto(s) indicados(s). Para ver outros títulos clique no assunto desejado.

• As escolas primárias e meio
• A educação de adultos, aprendizagem contínua
• Bilinguismo e multilinguismo
• Teoria e métodos do ensino de línguas
• Estudos regionais
• As estratégias educacionais e políticas
• Aprendizagem aberta, aprendizagem em casa, a educação a distância

TESOL;teaching English to speakers of other languages;pandemic;remote teaching;online teaching and learning;Global South;Emergency Remote Teaching;ERT;Adult Migrant English Programme;English as a foreign language;EFL;collaborative writing;English as a second language;ESL;early-career EFL teachers;pandemic readiness;machine translation