Abstract
English as a foreign language is an essential secondary-school subject in many parts of the world. However, complications during the COVID-19 pandemic emphasised weaknesses in curricula and the need for attention. This study discusses the potential of online community projects in post-pandemic curricula. Analytic autoethnography is used to examine the difficulties schools faced during the lockdown and the current situation of English as a foreign language in secondary schools in Italy and other countries. It draws upon literature regarding pedagogical theory in teaching foreign languages, the Common European Framework of Reference for Languages, and existing scholarship in the field of online community projects. The results provide insights into the advantages and drawbacks of integrating learner-centred tools, such as online community projects, into the post-pandemic curricula.
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