Online Language Teaching during Crisis Contexts
Summary
Online language teaching during crises encompasses the rapid transition from face-to-face instruction to digital platforms in response to pandemics, natural disasters, political instability and other emergencies. This mode of instruction spans synchronous and asynchronous modalities, addressing diverse learner needs across primary, secondary and tertiary settings. Key considerations include ensuring equitable access to technology, maintaining pedagogical quality under resource constraints, and fostering learner engagement through interactive tools. Practitioners often adopt adaptive strategies—ranging from flexible lesson design to peer collaboration—to sustain language skill development despite disruptions. Institutional support, encompassing specialised training, robust infrastructure and policy frameworks, proves vital in mitigating technical barriers and sustaining consistent pedagogical standards. Research underscores the importance of digital literacy for both educators and learners, as well as the role of social, cultural and economic capital in shaping online teaching experiences. Ultimately, crisis-driven online language teaching has catalysed innovation in curriculum design, revealed enduring challenges in access and equity, and promoted sustainable approaches that integrate technology with traditional methodologies.
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Online Language Teaching during Crisis Contexts publication trend
The graph below shows the total number of articles in online language teaching during crisis contexts across all publications each year (not limited to Nature Index journals).
Technical terms
Emergency remote teaching (ERT): Temporary shift of instructional delivery to online platforms in response to crises, differing from planned online education by its rapid and unanticipated nature.
Synchronous online teaching: Real-time instruction delivered via digital platforms that allows simultaneous interaction between teachers and learners.
Digital literacy: Competence in effectively using digital tools and platforms for teaching, communication and resource management in online educational environments.
References
- Synchronous online English language teaching for young learners: insights from public primary school teachers in an EFL context. Computer Assisted Language Learning (2023).
- Examining teachers’ readiness and perception on distance EFL learning in Taiwanese secondary education. Contemporary Educational Technology (2024).
- The moderating effect of participation in online learning activities and perceived importance of online learning on EFL teachers’ teaching ability. Heliyon (2023).
- Navigating Online Language Teaching in Uncertain Times: Challenges and Strategies of EFL Educators in Creating a Sustainable Technology-Mediated Language Learning Environment. Sustainability (2021).
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