Emergency Remote EFL Instruction in Brazil, China, and Indonesia: What Teachers Learned and How?
Author:
Publisher
Springer Nature Singapore
Link
https://link.springer.com/content/pdf/10.1007/978-981-99-0514-0_9
Reference39 articles.
1. Aladsani, H. (2022). A narrative approach to university instructors’ stories about promoting student engagement during COVID-19 emergency remote teaching in Saudi Arabia. Journal of Research on Technology in Education, 54, 165–181.
2. Altam, S. (2020). Influence of social media on EFL Yemeni learners in Indian Universities during Covid-19 Pandemic. Linguistics and Culture Review, 4(1), 35–47.
3. Bagga-Gupta, S., Messina Dahlberg, G., & Gynne, A. (2019). Handling languaging during empirical research: Ethnography as action in and across time and physical-virtual sites. In S. Bagga-Gupta, G. Messina Dahlberg & Y. Lindberg (Eds), Virtual sites as learning spaces. Palgrave Macmillan. https://doi.org/10.1007/978-3-030-26929-6_12
4. Bailey, D. 2021. Interactivity during Covid-19: Mediation of learner interactions on social presence and expected learning outcome within videoconference EFL courses. Journal of Computers in Education, 1–23. https://doi.org/10.1007/s40692-021-00204-w
5. Can, I., & Silman-Karanfil, L. (2022). Insights into emergency remote teaching in EFL. ELT Journal, 76(1), 34–43. https://doi.org/10.1093/elt/ccab073
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