Emergency Distance Education Experiences of EFL Instructors and Students During the COVID-19 Pandemic

---

Atıf İçin Kopyala

Ugurel Kamisli M., Akinlar A.

ADULT LEARNING, cilt.34, sa.4, ss.230-243, 2023 (ESCI)

• Yayın Türü: Makale / Tam Makale
• Cilt numarası: 34 Sayı: 4
• Basım Tarihi: 2023
• Doi Numarası: 10.1177/10451595221094075
• Dergi Adı: ADULT LEARNING
• Derginin Tarandığı İndeksler: Emerging Sources Citation Index (ESCI), Scopus, Academic Search Premier, Periodicals Index Online, Communication & Mass Media Index, EBSCO Education Source, Education Abstracts, Educational research abstracts (ERA), ERIC (Education Resources Information Center)
• Sayfa Sayıları: ss.230-243
• Anahtar Kelimeler: emergency distance education, phenomenological study, the COVID-19 pandemic, English as a Foreign Language, TPACK, PEDAGOGICAL CONTENT KNOWLEDGE, PRESERVICE TEACHERS, TECHNOLOGY INTEGRATION, TPACK, ENGLISH, LEARNERS
• TED Üniversitesi Adresli: Evet

Özet

This qualitative phenomenological study was designed to gain an in-depth understanding of the lived experiences of English as a Foreign Language (EFL) instructors and learners with emergency distance education in response to the COVID-19 pandemic using the lens of the Technological Pedagogical Content Knowledge (TPACK) model. Data was collected through a survey including open-ended questions and a series of in-depth interviews with participants from a large state university. The content analysis method was used for the data analysis. Our research showed that instructors experienced challenges of emergency distance education, emotional stress due to the uncertainties and unplanned nature of the abrupt shift. The findings also identified issues that affect instructors' and students' motivation such as unstable internet connection, lack of student-teacher and peer interaction, as well as insufficient resources and access due to the digital divide. Implications for improving the teacher training programs and teachers' application of the TPACK framework are discussed.