Transitioning from face-to-face classrooms to emergency remote teaching : an investigation into teachers’ experiences at ELT schools in Malta

Abstract

In spring 2020, the COVID-19 pandemic led to a large-scale closure of ELT schools around the world. Schooling was temporarily provided at a distance, as language teachers and learners transitioned to emergency remote teaching (ERT) and learning. This was a challenge for both parties, as ELT instructors and students were forced to adapt to an online environment in order to carry on with their English language learning. In the past two years, various studies have emerged pertaining to students’ experiences with ERT; however, few of these studies present how teachers experienced this transition. Therefore, this dissertation aimed to explore and present language teachers’ experiences with the abrupt transition to ERT. The study investigated how teachers adapted to this new mode of teaching and learning, as well as the struggles they faced during the ERT period. The study also presents how teachers deem this experience to be beneficial and an opportunity for professional development. Data was collected through an online questionnaire, and eight written narratives and interviews. Findings indicate that although this experience has indeed been challenging for teachers, participants also consider their experience with ERT as an opportunity to develop their technological skills, and to adapt to different modes of teaching. Moving forward, further training on the use of technological tools and the adoption of appropriate pedagogies for remote teaching and learning is necessary. Furthermore, schools must be mindful of and prepared for the possibility of another unprecedented school closure, and must invest in appropriate technological equipment, as well as their teachers’ professional development.