Constraints in language education during the pandemic in junior high school

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Published: Feb 28, 2022
DOI: https://doi.org/10.18844/gjflt.v12i1.6648

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Jeannette Valencia-Robles
University of Alcalá, Philology Department, Guadalajara, Spain
Jesús García-Laborda
University of Alcalá, Franklin Institute, Faculty of Education, Guadalajara, Spain

Abstract

The pandemic has prevented language learners worldwide from getting the right education. English is just one of those subjects in which this has been remarkably significant due to the lack of classroom interaction and the reduced amount of input students have received. The current study explores 14 EFL teachers’ reflections on the main challenges they have been facing. Their responses were given in an open-ended survey. The Content Analysis carry out aimed at identifying the main constraints primary and secondary EFL teachers have faced while teaching during the first months of the pandemic. It also addresses the possible solutions they have used to address the input scarcity due to the current situation. The paper stresses that it is clear the role that input and strategies have in language learning. The paper concludes that the gap in learning may require additional teaching support in the incoming years.


Keywords: Covid-19; emotional intelligence; online learning; teacher’s reflections.


 

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How to Cite
Valencia-Robles, J. ., & García-Laborda, J. (2022). Constraints in language education during the pandemic in junior high school. Global Journal of Foreign Language Teaching, 12(1), 11–19. https://doi.org/10.18844/gjflt.v12i1.6648
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Vol. 12 No. 1 (2022): February
Section
Articles
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