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Title: Online EFL Teaching During The Covid-19 Crisis: Changes In Trainee-Teachers’ Planning And Teaching Approaches

 

Vol. 9(2), 2021, pp. 51-63

DOI: https://doi.org/10.46687/FCUV7641

 

Author: Irina Ivanova

About the author: Associate Professor Irina Ivanova, PhD, is a lecturer in ELT Methodology at the Department of English studies, Konstantin Preslavsky University of Shumen, Bulgaria. She has expertise and extensive experience in pre- and in-service teacher training and supervision, and is involved in teacher certification and professional development. Her research interests and publications are in the area of ELT, teacher training and continuous professional development, academic literacy, assessment and quality assurance.

e-mail: irina.ivanova@shu.bg                                                                             

ORCID iD: https://orcid.org/0000-0002-0216-7061

 

Citation (APA style): Ivanova, I. (2021). Online EFL teaching during the covid-19 crisis: changes in trainee-teachers’ planning and teaching approaches. Studies in Linguistics, Culture, and FLT, 9(2), 51-63. https://doi.org/10.46687/FCUV7641.

 

Link: http://silc.fhn-shu.com/issues/2021-2/SILC_2021_Vol_9_Issue_2_051-063_13.pdf

 

Abstract: The article deals with the changes in planning and conducting EFL lessons which resulted from the transition to online teaching due to the Covid-19 pandemic. The data on which the present discussion is based were obtained from three sources: lesson plans prepared by trainee-teachers’ (both novice and already practicing) enrolled in an MA course in a Bulgarian state university, oral discussions of the same lesson plans between the trainees and the university supervisor, and video clips of lessons recorded by trainees who at the time of the study worked as teachers in schools.  The analysis showed that there were a number of changes in planning for online teaching, and these changes were duly reflected in the teaching the lessons, the evidence of which can be found in the videos submitted together with the plans. The changes in the teaching approach, classroom management and the use of teaching materials were made by the trainees in an attempt to adjust their approach to the modifications of the online learning environment. The analysis helped us identify some features of online teaching which shed light on the processes of adjustment the trainees went through, and the way this transition affected the nature of their teaching. Some of the most symptomatic changes involved increased teacher-centredness in both planning and teaching, and preference for deductive approaches in presenting grammar and vocabulary, which resulted in fewer opportunities for students’ active involvement and participation in the lesson.

Key words: online teaching, lesson planning, trainee-teachers, change, Covid 19

 

 

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