Abstract
The abrupt emergence of the COVID-19 pandemic in spring 2020 forced tertiary professors to urgently adapt the face-to-face courses they were lecturing to emergency remote teaching. Researchers of different fields have started to investigate and share their thoughts on which are the best methodologies to guarantee a high-quality learning experience while coping with students’ anxiety and teachers’ lack of technical background. The present study examines the adaptation of an English pronunciation course at Rovira i Virgili university to the online setting imposed by the outbreak of the pandemic. The students who took the course were asked to fill in a satisfaction survey containing multiple choice, Likert scale and open questions on the different measures taken and the general progress of the course. Results show that students were higly satisfied with the adaptation of the course to the online context, and that the methods adopted and tools provided were useful and sufficient to continue with the adequate functioning of the course. Hence, this study is a sample of how to teach pronunciation remotely in particular, and how to successfully adapt a face-to-face university course to emergency remote teaching in general, guaranteeing students’ learning and engagement.
Highlights
The outbreak of the COVID-19 pandemic has become one of the greatest defies of lastcentury tertiary professors worldwide
As a first approach to fill this gap, the current study aims at examining how successful the adaptation of an original face-to-face pronunciation course to an online setting was in order to cope with the COVID-19 pandemic crisis
As far as theory is concerned, all the ones polled found the narrated PowerPoint presentations a satisfactory tool to adapt the theory lectures to the online setting
Summary
The outbreak of the COVID-19 pandemic has become one of the greatest defies of lastcentury tertiary professors worldwide. As a first approach to fill this gap, the current study aims at examining how successful the adaptation of an original face-to-face pronunciation course to an online setting was in order to cope with the COVID-19 pandemic crisis. To this end, the study attempts to address the following research question: R.Q. To what extent were the measures adopted to adapt the pronunciation course to an online setting satisfactory to guarantee an adequate learning process? The questionnaire was made up of multiple choice, Likert scale and open questions that gathered information about their thoughts on different aspects related to the arrangements performed
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