Vol. 26 No. 3 (2021): Special Issue: The Role of Technology in Language Teaching and Learning Amid the Crisis Generated by the COVID-19 Pandemic

View Vol. 26 No. 3 (2021): Special Issue: The Role of Technology in Language Teaching and Learning Amid the Crisis Generated by the COVID-19 Pandemic

This special issue is an attempt to understand how teachers and students reacted to the unexpected teaching and learning situations they faced. We hope it will be of interest to teachers, students, administrators, and language practitioners who want to know how other colleagues worldwide reacted to the COVID-19 measures.

Our cover and dividers display works of the series "El vuelo del color" by artist Óscar López Ospina. We invite you to gaze the beautiful Flight of Color of our Featured artist here.

Published: 2021-09-13

Full Issue

Editorial

Empirical Studies

  • Rapport in the Foreign Language Classroom: From Face-to-Face to Online in Times of Pandemic

    Shayna Katz
    485-511
    |Abstract
    = 1195 veces | PDF
    = 732 veces| | HTML
    = 0 veces|
    DOI: https://doi.org/10.17533/udea.ikala.v26n3a02

  • "And My Screen Wouldn't Share": Student-Teachers' Perceptions of ICT in Online Teaching Practice and Online Teaching

    Nicola Fořtová, Jitka Sedláčková, František Tůma
    513-529
    |Abstract
    = 1333 veces | PDF
    = 693 veces| | HTML
    = 0 veces|
    DOI: https://doi.org/10.17533/udea.ikala.v26n3a03

  • Spanish Adult Students’ Intention- Behaviour Toward MOOCs During the COVID-19 Pandemic

    Maria Ángeles Escobar Alvarez, Julie Ciancio
    531-551
    |Abstract
    = 731 veces | PDF
    = 390 veces| | HTML
    = 0 veces|
    DOI: https://doi.org/10.17533/udea.ikala.v26n3a04

  • FL Pre-Service Teachers' Psychosocial Aspects and Educational Conditions During the COVID-19 Pandemic Lockdown

    Jacqueline García Botero, Gustavo García Botero, Margarita Alexandra Botero Restrepo
    553-569
    |Abstract
    = 1117 veces | PDF (ESPAÑOL (ESPAÑA))
    = 680 veces| | HTML (ESPAÑOL (ESPAÑA))
    = 0 veces|
    DOI: https://doi.org/10.17533/udea.ikala.v26n3a05

  • Language Learning in the Time of COVID-19: ELT Students’ Narrated Experiences in Guided Reflective Journals

    Amanda Wilson, M. Martha Lengeling
    571-585
    |Abstract
    = 1955 veces | HTML
    = 0 veces| | PDF
    = 1085 veces|
    DOI: https://doi.org/10.17533/udea.ikala.v26n3a06

  • Malaysian English Language Teachers’ Agency in Using Digital Technologies During the Pandemic: A Narrative Inquiry

    Azlin Zaiti Zainal, Siti Zaidah Zainuddin
    587-602
    |Abstract
    = 1261 veces | PDF
    = 761 veces| | HTML
    = 0 veces|
    DOI: https://doi.org/10.17533/udea.ikala.v26n3a07

  • Teaching English Online During the National Lockdown: Students’ Perceptions and Experiences at a Spanish University

    Bruno Echauri Galván, Silvia García Hernández, María Jesús Fernández-Gil
    603-621
    |Abstract
    = 1427 veces | HTML (ESPAÑOL (ESPAÑA))
    = 0 veces| | PDF (ESPAÑOL (ESPAÑA))
    = 1270 veces|
    DOI: https://doi.org/10.17533/udea.ikala.v26n3a08

  • “A Stressful Unknown” or “an Oasis”?: Undergraduate Students’ Perceptions of Assessment in an In-Class and Online English Phonetics Course

    Anna Czura, Małgorzata Baran-Łucarz
    623-641
    |Abstract
    = 1017 veces | PDF
    = 544 veces| | HTML
    = 0 veces|
    DOI: https://doi.org/10.17533/udea.ikala.v26n3a09

  • Face-to-Face and Virtual Academic Writing Tutoring Sessions: What Can Be Learnt from their Didactic Strategies?

    Juan Antonio Núñez Cortés, María Constanza Errázuriz, Adrián Neubauer Esteban, Claudia Parada
    643-660
    |Abstract
    = 1253 veces | PDF
    = 796 veces| | HTML (ESPAÑOL (ESPAÑA))
    = 0 veces|
    DOI: https://doi.org/10.17533/udea.ikala.v26n3a10

  • University Language Instructors’ Preparedness for Technology-Mediated Instruction and Burnout During the COVID-19 Pandemic

    Jesús Izquierdo, María del Carmen Sandoval Caraveo, Verónika De la Cruz Villegas, Rubén Zapata Díaz
    661-695
    |Abstract
    = 1021 veces | PDF
    = 981 veces| | HTML
    = 0 veces|
    DOI: https://doi.org/10.17533/udea.ikala.v26n3a11

  • Pedagogical Strategies Used by English Teacher Educators to Overcome the Challenges Posed by Emergency Remote Teaching During the COVID-19 Pandemic

    Jairo Enrique Castañeda-Trujillo, María Fernanda Jaime Osorio
    697-713
    |Abstract
    = 2531 veces | PDF
    = 1287 veces| | HTML
    = 0 veces|
    DOI: https://doi.org/10.17533/udea.ikala/v26n3a12

  • Teaching English Online to Students with Autism Spectrum Disorder and Down Syndrome During the COVID-19 Pandemic

    Zoila Liliana Giraldo Martinez, Sigrid Andrea Ramos Carvajal
    715-730
    |Abstract
    = 2778 veces | PDF
    = 1633 veces| | HTML
    = 0 veces|
    DOI: https://doi.org/10.17533/udea.ikala.v26n3a13

  • Powerful Pedagogies in Times of COVID: An Online Pedagogical Collaboration Between EFL Students and ESL Teacher Candidates

    Sarah L. Cohen, Daniel Calderon Aponte
    731-745
    |Abstract
    = 1288 veces | PDF
    = 781 veces| | HTML
    = 0 veces|
    DOI: https://doi.org/10.17533/udea.ikala.v26n3a14

Methodological Articles

  • Adapting an Undergraduate Multiliteracies German Curriculum for Online Instruction During the COVID-19 Pandemic

    D. Joseph Cunningham
    749-765
    |Abstract
    = 658 veces | HTML
    = 0 veces| | PDF
    = 351 veces|
    DOI: https://doi.org/10.17533/udea.ikala.v26n3a15

  • Dual Immersion Digital Instruction: A Theoretical Model for Equitable and Inclusive Classrooms

    Jordi Solsona-Puig, María Capdevila Gutiérrez, Fernando Rodríguez-Valls
    767-782
    |Abstract
    = 1317 veces | PDF
    = 802 veces| | HTML
    = 0 veces|
    DOI: https://doi.org/10.17533/udea.ikala.v26n3a16