Abstract
In response to the Covid-19 pandemic, education systems around the globe suspended on-site classes and transitioned instruction to various remote environments, creating a distinctive context for teaching and learning. This systematic review brings together the available research in language education within the current emergency setting to examine the state of affairs, as well as the situation’s inherent challenges and opportunities for language learners and teachers. A total of 38 studies were collected to reflect the current trend, with 16 of these in-depth reviewed. Research focusing on learners was dominant. Most research was conducted at the tertiary level. The studies highlighted digital tools that are capable of engaging language learners in an interactive learning experience, though they are unable to replace face-to-face instruction. Outside-of-class support such as extra channels of communication, self-access language learning (SALL) materials, and advising in language learning (ALL) were all found to complement remote learning. It is recommended that teachers try to retain their teaching principles and put them into practice regardless of the abrupt transition. Teachers’ wellbeing can be promoted when teachers accept the changes and see them as opportunities.
Highlights
Late 2019 saw the greatest challenge humankind has faced in its history: the outbreak of a novel coronavirus (Covid-19), which was shortly later characterised as a pandemic
The findings showed that attending Information Communication Technology (ICT) training sessions did not encourage the use of digital resources for Portuguese as a Non-Native Language (PNNL) teaching purposes
This systematic review brings together the available language education research within the context of Covid-19 to gain a thorough understanding of the state of affairs, as well as the situation’s inherent challenges and opportunities for language learners and teachers
Summary
Late 2019 saw the greatest challenge humankind has faced in its history: the outbreak of a novel coronavirus (Covid-19), which was shortly later characterised as a pandemic. At the time of writing, there have been 111 million confirmed cases, with the loss of 2.46 million lives. As well as health and economic crises, the pandemic has caused the largest disruption to education systems in the world’s history, affecting 1.6 billion learners in more than 190 countries. Educational institutions were temporarily closed in an attempt to minimise the adverse impact of the pandemic, bringing about a transition in the mode of teaching delivery from on-site to remote instruction that, in most cases, relied heavily on digital resources. Various efforts and arrangements were made to support the continuity of education. Classroom teachers all over the world, despite the very limited experience with remote education, have been dedicated to maintaining access to learning for all students
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