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VOL. 1, ISSUE 2 (2025)
Emergency remote teaching in english language teaching: A mixed-method investigation of pedagogical effectiveness, student engagement, and instructor adaptation
Authors
Hisham Mostafa Mansour
Abstract
This mixed-method
study examined the effectiveness of emergency remote teaching (ERT) in English
language teaching contexts, focusing on pedagogical outcomes, student
engagement, and instructor adaptation strategies. The research was conducted
across 24 higher education institutions in Southeast Asia, involving 487
English language instructors and 3,256 undergraduate students over a
two-semester period (September 2021–May 2022). Participants completed validated
questionnaires (Student Engagement in Language Learning Scale, Instructor
Pedagogical Adaptation Index), while 42 instructors participated in
semi-structured interviews, and classroom recordings (n = 64) were analyzed
qualitatively using thematic analysis. Results indicated that 68.4% of students
reported moderate to high engagement in remote ELT environments, with
synchronous instruction showing significantly higher engagement scores (M =
3.87, SD = 0.64) compared to asynchronous delivery (M = 3.12, SD = 0.71;
t(3,254) = 18.92, p < 0.001). Instructors demonstrated substantial
adaptation (M = 3.58, SD = 0.82 on a 5-point scale), particularly in
integrating multimodal resources and implementing break-out room activities.
However, speaking skills development remained problematic, with only 42.1% of
instructors reporting confidence in assessing oral proficiency remotely.
Thematic analysis revealed five major themes: (1) technological constraints,
(2) student motivation fluctuations, (3) pedagogical innovation, (4) assessment
challenges, and (5) instructor professional development needs. The study
concludes that ERT effectiveness in ELT depends critically on instructor
preparation, technological infrastructure, and deliberate pedagogical redesign
rather than simple content transfer. Findings have significant implications for
post-pandemic language education policy, hybrid teaching models, and faculty
professional development in digital pedagogy. This research contributes to
understanding ERT sustainability and informs evidence-based decisions regarding
blended and remote language instruction.
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Pages:9-15
How to cite this article:
Hisham Mostafa Mansour "Emergency remote teaching in english language teaching: A mixed-method investigation of pedagogical effectiveness, student engagement, and instructor adaptation". World Journal of English, Vol 1, Issue 2, 2025, Pages 9-15
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