'Are We Really Back to Normal?': A Qualitative Study on Language Teachers' Teaching Practices during the Post-COVID-19 Era
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| Title: | 'Are We Really Back to Normal?': A Qualitative Study on Language Teachers' Teaching Practices during the Post-COVID-19 Era |
|---|---|
| Language: | English |
| Authors: | Jaerin Ahn (ORCID |
| Source: | Language Teaching Research. 2026 30(5):2719-2737. |
| Availability: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 19 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Language Teachers, Teaching Methods, COVID-19, Pandemics, Educational Change, Uncommonly Taught Languages, Teacher Attitudes, Second Language Instruction, Barriers, Teaching Experience, In Person Learning, Coping, Public Colleges, College Faculty, Indo European Languages, Sino Tibetan Languages, Indonesian, Japanese, Korean, Mandarin Chinese, Thai, Vietnamese, School Closing, Educational Practices |
| DOI: | 10.1177/13621688231205668 |
| ISSN: | 1362-1688 1477-0954 |
| Abstract: | The COVID-19 pandemic dramatically impacted language teaching and learning environments. The current study explored how language teachers have adapted to post-COVID-19 classrooms. It also examined the ways in which their experiences during the pandemic influenced their teaching. Drawing on an ecological perspective toward language teacher agency (LTA), this study interviewed 10 less commonly taught language (LCTL) teachers to explore their expectations, preparations, and teaching strategies for post-COVID-19 classrooms. In addition, it aimed to discern the challenges encountered by teachers, their approaches to overcoming them, and the consequential influence of these experiences on their overall perspective of language teaching. The findings revealed mixed feelings among the teachers regarding returning to in-person instruction, unexpected challenges, and adjustment techniques. With pedagogical uncertainties, language teachers exercised agency by integrating technology into teaching, employing new teaching strategies, extending their roles to caregivers and community builders, and reflecting on future teaching practices. The teachers viewed these experiences as learning opportunities that would ultimately help them to grow. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1508367 |
| Database: | ERIC |
| Abstract: | The COVID-19 pandemic dramatically impacted language teaching and learning environments. The current study explored how language teachers have adapted to post-COVID-19 classrooms. It also examined the ways in which their experiences during the pandemic influenced their teaching. Drawing on an ecological perspective toward language teacher agency (LTA), this study interviewed 10 less commonly taught language (LCTL) teachers to explore their expectations, preparations, and teaching strategies for post-COVID-19 classrooms. In addition, it aimed to discern the challenges encountered by teachers, their approaches to overcoming them, and the consequential influence of these experiences on their overall perspective of language teaching. The findings revealed mixed feelings among the teachers regarding returning to in-person instruction, unexpected challenges, and adjustment techniques. With pedagogical uncertainties, language teachers exercised agency by integrating technology into teaching, employing new teaching strategies, extending their roles to caregivers and community builders, and reflecting on future teaching practices. The teachers viewed these experiences as learning opportunities that would ultimately help them to grow. |
|---|---|
| ISSN: | 1362-1688 1477-0954 |
| DOI: | 10.1177/13621688231205668 |
