An Online English Teaching Experience During Covid-19 Pandemic: Preliminary Findings

• Sergio Alonso Lopera Medina ^[1]
  1. [1] Universidad de Antioquia

     Universidad de Antioquia

     Colombia

     
• Localización: Lingüística y Literatura, ISSN-e 0120-5587, Vol. 42, Nº. 80, 2021 (Ejemplar dedicado a: Vol. 42, 80 (2021): JULY-DECEMBER, 2021), págs. 203-220
• Idioma: inglés
• DOI: 10.17533/udea.lyl.n80a13
• Títulos paralelos:
  • Una experiencia de enseñanza de inglés en línea durante la pandemia del covid-19: resultados preliminares
• Enlaces
  • Texto completo (pdf)
• Dialnet Métricas: 1 Cita
• Resumen
  • español

    Este artículo presenta los resultados preliminares de una experiencia de enseñanza remota de emergencia (ERT) (Hodges, Moore, Lockee, Trust & Bond, 2020) de un profesor de lengua extranjera durante la pandemia del covid-19. A partir de una metodología cualitativa, se hallaron obstáculos tecnológicos y educativos, como la participación en las videoconferencias, la implementación de tareas reales, el uso del humor y la motivación de los estudiantes. Se concluye que el profesor ganó confianza y experticia en un ambiente interactivo. Finalmente, se recomienda la promoción de la interacción y la evaluación alternativa y formativa en clase.

  • English

    This article presents the preliminary results of an Emergency Remote Teaching (ERT) experience (Hodges, Moore, Lockee, Trust & Bond, 2020) of a foreign language professor during the COVID-19 pandemic. Using a qualitative methodology, technological and educational obstacles were found, such as participation in videoconferences, the implementation of real tasks, the use of humor and the motivation of students. It is concluded that the lecturer gained confidence and expertise in an interactive environment. Finally, the promotion of interaction and alternative and formative evaluation in class is recommended.

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