Online Teaching Experiences of Language Teachers in Higher Education in the Confinement Period

Abstract

The inclusion of information and communication technology has been a challenge for higher education institutions in the confinement period caused by the COVID-19 pandemic. Mexican educational institutions seem not to be prepared to face that demand due to the lack of technological resources and lack of internet connection (INEGI, 2019). In the confinement period, in Mexico, face-to-face institutions turned into eLearning to continue students’ education. The use of ICT demands teachers to develop digital competencies to make learning a successful process. This descriptive-exploratory qualitative study aimed to identify the online teaching experiences of language teachers in the confinement period. The results showed that some teachers became social tutors, while others were cognitive tutors. Besides, they had positive online teaching experiences, which led them to grow academically, be in touch with their students, develop, and select materials. However, the increase of time and overwork, lack of internet and computer essential tools, and students’ low commitment affected teachers physically and emotionally, causing them to lived negative online teaching experiences. Teachers were having a difficult time trying to fulfill their responsibilities, and it seems that they were not considering students’ learning styles in their online teaching practice.