Pub Date : 1900-01-01DOI: 10.4018/978-1-7998-7226-9.ch002
Kadriye Dimici, Alper Başbay
Multicultural education is an educational approach that focuses on accepting diversity in society, offers equal opportunities for students, and requires a transformation in the process of teaching. Foreign language teaching seems to be an appropriate field to utilize multiculturalism in the curriculum due to its relationship with culture and the flexibility of the content. Despite the existence of different approaches for the integration of multicultural content into the curriculum, there is little research explaining how to realize it in practice, especially in the field of foreign language teaching. Dealing with this problem, this chapter introduces the five dimensions of multicultural education and four levels of the content integration model, both designed by James A. Banks, to show how the English language curriculum could be restructured through the infusion of multicultural themes. This chapter appeals to the English teachers desiring to practice multicultural education in their teaching, and curriculum experts and decision-makers aiming to prepare a multicultural curriculum.
多元文化教育是一种注重接受社会多样性，为学生提供平等机会，并要求在教学过程中进行转变的教育方式。由于多元文化主义与文化的关系和内容的灵活性，外语教学似乎是在课程中运用多元文化主义的合适领域。尽管多元文化内容融入课程的方法不同，但如何在实践中实现这一目标的研究却很少，尤其是在外语教学领域。针对这一问题，本章介绍了James A. Banks设计的多元文化教育的五个维度和内容整合模型的四个层次，以展示如何通过多元文化主题的注入来重组英语语言课程。本章面向希望在教学中实践多元文化教育的英语教师，以及希望编写多元文化课程的课程专家和决策者。
{"title":"Integrating Multicultural Education Into English Language Teaching","authors":"Kadriye Dimici, Alper Başbay","doi":"10.4018/978-1-7998-7226-9.ch002","DOIUrl":"https://doi.org/10.4018/978-1-7998-7226-9.ch002","url":null,"abstract":"Multicultural education is an educational approach that focuses on accepting diversity in society, offers equal opportunities for students, and requires a transformation in the process of teaching. Foreign language teaching seems to be an appropriate field to utilize multiculturalism in the curriculum due to its relationship with culture and the flexibility of the content. Despite the existence of different approaches for the integration of multicultural content into the curriculum, there is little research explaining how to realize it in practice, especially in the field of foreign language teaching. Dealing with this problem, this chapter introduces the five dimensions of multicultural education and four levels of the content integration model, both designed by James A. Banks, to show how the English language curriculum could be restructured through the infusion of multicultural themes. This chapter appeals to the English teachers desiring to practice multicultural education in their teaching, and curriculum experts and decision-makers aiming to prepare a multicultural curriculum.","PeriodicalId":300139,"journal":{"name":"Trends and Developments for the Future of Language Education in Higher Education","volume":"41 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122290438","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.4018/978-1-7998-7226-9.ch013
Li Li, G. Morris
Language education in higher education has been significantly impacted by COVID-19, and this has placed significant pressure on practitioners around the world irrespective of their respective experience prior to the pandemic. Teachers are now expected to deliver classes utilising new mediums whilst learning how to use different technologies. This can place a significant strain on individuals, institutions, and education sectors as everyone is expected to become proficient in a new normal working environment. In light of this, this chapter considers the in-service professional development needs and experiences of 88 language teachers at a Sino foreign university in Mainland China. The aim is that the insights provided here will help education providers better understand the challenges that their staff may be facing and consider ways in which teacher learning can be addressed. This chapter should be of interest to educators, managers, leaders, and policymakers in a wide range of international settings.
{"title":"Thriving in the New Normal","authors":"Li Li, G. Morris","doi":"10.4018/978-1-7998-7226-9.ch013","DOIUrl":"https://doi.org/10.4018/978-1-7998-7226-9.ch013","url":null,"abstract":"Language education in higher education has been significantly impacted by COVID-19, and this has placed significant pressure on practitioners around the world irrespective of their respective experience prior to the pandemic. Teachers are now expected to deliver classes utilising new mediums whilst learning how to use different technologies. This can place a significant strain on individuals, institutions, and education sectors as everyone is expected to become proficient in a new normal working environment. In light of this, this chapter considers the in-service professional development needs and experiences of 88 language teachers at a Sino foreign university in Mainland China. The aim is that the insights provided here will help education providers better understand the challenges that their staff may be facing and consider ways in which teacher learning can be addressed. This chapter should be of interest to educators, managers, leaders, and policymakers in a wide range of international settings.","PeriodicalId":300139,"journal":{"name":"Trends and Developments for the Future of Language Education in Higher Education","volume":"48 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128466009","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.4018/978-1-7998-7226-9.ch009
K. Chan
COVID-19 has influenced teaching all across the globe. The massive use of online learning has created a problem with teachers because of the differences between face-to-face teaching and online teaching. In this chapter, a discussion on how traditional face-to-face teaching differs from online teaching will be shown. How education in Hong Kong is affected by COVID-19 is also summarized. Additionally, the result of a case study in a linguistics course in a university in Hong Kong will be shown to demonstrate the attitudes of students regarding online learning. The mixed-method case study, which consists of survey data of 100 students and semi-structured interviews of eight students, showed that students hold a general mixed feeling towards online learning because of its drawbacks, such as lack of interactions despite the convenience that online learning provides. This chapter ends with a list of suggestions for online teachers.
{"title":"What Teachers Should and Shouldn't Do During Online Teaching","authors":"K. Chan","doi":"10.4018/978-1-7998-7226-9.ch009","DOIUrl":"https://doi.org/10.4018/978-1-7998-7226-9.ch009","url":null,"abstract":"COVID-19 has influenced teaching all across the globe. The massive use of online learning has created a problem with teachers because of the differences between face-to-face teaching and online teaching. In this chapter, a discussion on how traditional face-to-face teaching differs from online teaching will be shown. How education in Hong Kong is affected by COVID-19 is also summarized. Additionally, the result of a case study in a linguistics course in a university in Hong Kong will be shown to demonstrate the attitudes of students regarding online learning. The mixed-method case study, which consists of survey data of 100 students and semi-structured interviews of eight students, showed that students hold a general mixed feeling towards online learning because of its drawbacks, such as lack of interactions despite the convenience that online learning provides. This chapter ends with a list of suggestions for online teachers.","PeriodicalId":300139,"journal":{"name":"Trends and Developments for the Future of Language Education in Higher Education","volume":"32 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128779920","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.4018/978-1-7998-7226-9.ch014
A. Şıhmantepe, M. S. Solmaz, Cihat Aşan
Online education has been an option until the first half of the year 2020. After the outbreak of COVID-19, online learning has gradually become a must for education. In this period, institutions have had to transform and adopt not only their teaching approach and content, but also their technology. Maritime education and training inevitably has followed the same pattern. As English is the operational language of the sea, teaching maritime English has had its share from this transformation. This study focuses on improving maritime students' job-related communication skills in an online environment with online role-playing. The study firstly reviews general requirements and setbacks involved in online teaching and language requirements at sea. The focus of the study is on online oral communication role-playing to perform ship-based external communication. The study concludes by pinpointing minimum requirements for conducting such training, lessons learned from the sessions, as well as knowledge and experience achieved by the students.
{"title":"Improving Maritime English Oral Communication Skills in an Online Environment","authors":"A. Şıhmantepe, M. S. Solmaz, Cihat Aşan","doi":"10.4018/978-1-7998-7226-9.ch014","DOIUrl":"https://doi.org/10.4018/978-1-7998-7226-9.ch014","url":null,"abstract":"Online education has been an option until the first half of the year 2020. After the outbreak of COVID-19, online learning has gradually become a must for education. In this period, institutions have had to transform and adopt not only their teaching approach and content, but also their technology. Maritime education and training inevitably has followed the same pattern. As English is the operational language of the sea, teaching maritime English has had its share from this transformation. This study focuses on improving maritime students' job-related communication skills in an online environment with online role-playing. The study firstly reviews general requirements and setbacks involved in online teaching and language requirements at sea. The focus of the study is on online oral communication role-playing to perform ship-based external communication. The study concludes by pinpointing minimum requirements for conducting such training, lessons learned from the sessions, as well as knowledge and experience achieved by the students.","PeriodicalId":300139,"journal":{"name":"Trends and Developments for the Future of Language Education in Higher Education","volume":"94 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115230350","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.4018/978-1-7998-7226-9.ch004
Salwa Mohamed
This chapter analyses the reading content in four prominent Arabic textbook series that are widely used in the UK and USA to assess their reading proficiency progression. The reading texts in each series are analysed using the Dutch CEFR grid and assigned a level as per the CEFR proficiency scale. The findings reveal that there is a lack of consistency among the different textbook series with regards to how reading proficiency is construed at different levels, especially at the intermediate and higher levels. The chapter concludes by highlighting that Arabic material developers, textbook writers, and teachers would benefit from consulting a recognized and systematic reference of proficiency such as the CEFR in developing a comprehensive view of language proficiency in Arabic that includes defining common thematic areas, most needed and suitable functions, and relevant linguistic features for each language proficiency level.
{"title":"An Analysis and Levelling of Reading Texts Across Arabic Textbooks Based on the CEFR Proficiency Levels","authors":"Salwa Mohamed","doi":"10.4018/978-1-7998-7226-9.ch004","DOIUrl":"https://doi.org/10.4018/978-1-7998-7226-9.ch004","url":null,"abstract":"This chapter analyses the reading content in four prominent Arabic textbook series that are widely used in the UK and USA to assess their reading proficiency progression. The reading texts in each series are analysed using the Dutch CEFR grid and assigned a level as per the CEFR proficiency scale. The findings reveal that there is a lack of consistency among the different textbook series with regards to how reading proficiency is construed at different levels, especially at the intermediate and higher levels. The chapter concludes by highlighting that Arabic material developers, textbook writers, and teachers would benefit from consulting a recognized and systematic reference of proficiency such as the CEFR in developing a comprehensive view of language proficiency in Arabic that includes defining common thematic areas, most needed and suitable functions, and relevant linguistic features for each language proficiency level.","PeriodicalId":300139,"journal":{"name":"Trends and Developments for the Future of Language Education in Higher Education","volume":"43 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123460436","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.4018/978-1-7998-7226-9.ch001
Hamza R’boul, M. C. Bueno-Alastuey
Teaching English in higher education entails additional factors and considerations that exemplify the complexity of accounting for the diverse population in modern higher education institutions. In particular, the increasing flow of international students and the employment demands of functioning in multicultural contexts render helping students to develop a critical understating of intercultural relations an important aspect of English language teaching. With the increasing adoption of English as a medium of instruction and its use as a lingua franca in intercultural communication, it is important to structure English education in a way that accounts for intercultural relations both in and outside the university. In addition to the postmodern conceptualizations of interculturality that emphasize the fluidity of culture, language and identity intercultural relations are characterized by power imbalances. That is why this chapter makes a case for the necessity of considering sociopolitical realities in intercultural English language teaching in higher education.
{"title":"English Language Learning as Intercultural Experience","authors":"Hamza R’boul, M. C. Bueno-Alastuey","doi":"10.4018/978-1-7998-7226-9.ch001","DOIUrl":"https://doi.org/10.4018/978-1-7998-7226-9.ch001","url":null,"abstract":"Teaching English in higher education entails additional factors and considerations that exemplify the complexity of accounting for the diverse population in modern higher education institutions. In particular, the increasing flow of international students and the employment demands of functioning in multicultural contexts render helping students to develop a critical understating of intercultural relations an important aspect of English language teaching. With the increasing adoption of English as a medium of instruction and its use as a lingua franca in intercultural communication, it is important to structure English education in a way that accounts for intercultural relations both in and outside the university. In addition to the postmodern conceptualizations of interculturality that emphasize the fluidity of culture, language and identity intercultural relations are characterized by power imbalances. That is why this chapter makes a case for the necessity of considering sociopolitical realities in intercultural English language teaching in higher education.","PeriodicalId":300139,"journal":{"name":"Trends and Developments for the Future of Language Education in Higher Education","volume":"17 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131338776","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.4018/978-1-7998-7226-9.ch012
Qing Li, F. Diamantidaki
This study aims to determine students' motivation towards Mandarin learning during COVID-19. Theoretically, motivation is considered a broad concept that aims to define why people decide to do something, how long they sustain the activity, and how much effort they will expend to pursue it. Considering that there is no single theory that can comprehensively cover the possible motives, this study investigates the L2 motivation with the self as its core, which is found closely related to three motivation frameworks: Socio-education theory, self-determination theory, and L2 motivational self-system. This study found that L2 learners of Mandarin were highly driven by intrinsic motivation such as knowledge, culture, language learning stimulation, and accomplishment. They were less likely to be motivated by external pressures such as the ought-to L2 self or introjected opinions and showed a highly self-decisive multilingual profile with a willingness to diversify their knowledge and skills. Finally, Mandarin learning had positively contributed to their overall well-being during COVID-19.
{"title":"Every Cloud Has a Silver Lining","authors":"Qing Li, F. Diamantidaki","doi":"10.4018/978-1-7998-7226-9.ch012","DOIUrl":"https://doi.org/10.4018/978-1-7998-7226-9.ch012","url":null,"abstract":"This study aims to determine students' motivation towards Mandarin learning during COVID-19. Theoretically, motivation is considered a broad concept that aims to define why people decide to do something, how long they sustain the activity, and how much effort they will expend to pursue it. Considering that there is no single theory that can comprehensively cover the possible motives, this study investigates the L2 motivation with the self as its core, which is found closely related to three motivation frameworks: Socio-education theory, self-determination theory, and L2 motivational self-system. This study found that L2 learners of Mandarin were highly driven by intrinsic motivation such as knowledge, culture, language learning stimulation, and accomplishment. They were less likely to be motivated by external pressures such as the ought-to L2 self or introjected opinions and showed a highly self-decisive multilingual profile with a willingness to diversify their knowledge and skills. Finally, Mandarin learning had positively contributed to their overall well-being during COVID-19.","PeriodicalId":300139,"journal":{"name":"Trends and Developments for the Future of Language Education in Higher Education","volume":"18 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114200022","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.4018/978-1-7998-7226-9.ch010
G. Morris, Simon Matthew Sheridan, Jiaxin Xu, W. Liang, Fenfen Lv, Rick Foster, Shengjia Di, Chenyan Zhang, Stuart Perrin
This chapter considers how practitioners at a Sino-British institution have developed English language learning pathways and courses for students enrolled on industry-themed programmes to support a new syntegrative educational model. The chapter considers some of the challenges these educators have faced, not only because of the need to create offerings from the ground up, but also because of the difficulties COVID-19 and broader institutional provisional evolutions have presented. With this in mind, how the staff overcame the challenges they faced in responding to the foundation year developments, creating year two modules and business courses, whilst also providing ongoing continuing language and study skills support for students, along with administrative support, will be presented in the form of solutions and recommendations. It is hoped that others can learn from these experiences and reflections.
{"title":"Educational Symbiosis","authors":"G. Morris, Simon Matthew Sheridan, Jiaxin Xu, W. Liang, Fenfen Lv, Rick Foster, Shengjia Di, Chenyan Zhang, Stuart Perrin","doi":"10.4018/978-1-7998-7226-9.ch010","DOIUrl":"https://doi.org/10.4018/978-1-7998-7226-9.ch010","url":null,"abstract":"This chapter considers how practitioners at a Sino-British institution have developed English language learning pathways and courses for students enrolled on industry-themed programmes to support a new syntegrative educational model. The chapter considers some of the challenges these educators have faced, not only because of the need to create offerings from the ground up, but also because of the difficulties COVID-19 and broader institutional provisional evolutions have presented. With this in mind, how the staff overcame the challenges they faced in responding to the foundation year developments, creating year two modules and business courses, whilst also providing ongoing continuing language and study skills support for students, along with administrative support, will be presented in the form of solutions and recommendations. It is hoped that others can learn from these experiences and reflections.","PeriodicalId":300139,"journal":{"name":"Trends and Developments for the Future of Language Education in Higher Education","volume":"38 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123534357","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.4018/978-1-7998-7226-9.ch008
İ. Yüksel, Banu Çiçek BAŞARAN UYSAL
COVID-19 affected some facets of daily lives including politics, finances, and education. Increasingly, educational institutes turned to online education following the pandemic. Due to this sudden shift, the stakeholders were not ready to fulfill the outcomes and face the challenges that it brought. Foreign language teaching context poses separate challenges to the learners and the teachers due to limited language input and output. Considering the significance of teachers and the effect of teacher education on student achievement, this study focuses on the reflections of teacher candidates on online language teaching practices in an EFL context. The participants attended an online practicum course where they observed online English classes offered at the high school level for 14 weeks and designed tasks to improve pedagogical practices. By analyzing the reflections and the tasks designed for language teaching, the study offers the challenges of online EFL classes and presents practical tasks to address them. The study also offers implications for online language teacher education.
{"title":"Foreign Language Education Through Online Communities of Practice","authors":"İ. Yüksel, Banu Çiçek BAŞARAN UYSAL","doi":"10.4018/978-1-7998-7226-9.ch008","DOIUrl":"https://doi.org/10.4018/978-1-7998-7226-9.ch008","url":null,"abstract":"COVID-19 affected some facets of daily lives including politics, finances, and education. Increasingly, educational institutes turned to online education following the pandemic. Due to this sudden shift, the stakeholders were not ready to fulfill the outcomes and face the challenges that it brought. Foreign language teaching context poses separate challenges to the learners and the teachers due to limited language input and output. Considering the significance of teachers and the effect of teacher education on student achievement, this study focuses on the reflections of teacher candidates on online language teaching practices in an EFL context. The participants attended an online practicum course where they observed online English classes offered at the high school level for 14 weeks and designed tasks to improve pedagogical practices. By analyzing the reflections and the tasks designed for language teaching, the study offers the challenges of online EFL classes and presents practical tasks to address them. The study also offers implications for online language teacher education.","PeriodicalId":300139,"journal":{"name":"Trends and Developments for the Future of Language Education in Higher Education","volume":"11 17","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"120862730","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.4018/978-1-7998-7226-9.ch007
Semahat Aysu, Şeyda Sanlı
The coronavirus pandemic (COVID-19) started to affect the education around the world in the winter of 2020, and each education level such as primary education, secondary education, and higher education had to adapt synchronous or asynchronous online learning emergently. This study will focus on particularly the rapid change in language teaching and learning. How the pandemic had an effect on language learners or teachers and language teaching methods or tools will be discussed in the light of the studies conducted from the beginning of the pandemic until now. Therefore, this study will be a theoretical study which summarizes the results of the studies, and the following questions will be examined in this review of literature: What is online learning? What are the differences between synchronous or asynchronous online learning? What kinds of digital applications, platforms, or teaching tools can be used in online learning?
{"title":"The Impacts of the Coronavirus Pandemic (COVID-19) on Language Education","authors":"Semahat Aysu, Şeyda Sanlı","doi":"10.4018/978-1-7998-7226-9.ch007","DOIUrl":"https://doi.org/10.4018/978-1-7998-7226-9.ch007","url":null,"abstract":"The coronavirus pandemic (COVID-19) started to affect the education around the world in the winter of 2020, and each education level such as primary education, secondary education, and higher education had to adapt synchronous or asynchronous online learning emergently. This study will focus on particularly the rapid change in language teaching and learning. How the pandemic had an effect on language learners or teachers and language teaching methods or tools will be discussed in the light of the studies conducted from the beginning of the pandemic until now. Therefore, this study will be a theoretical study which summarizes the results of the studies, and the following questions will be examined in this review of literature: What is online learning? What are the differences between synchronous or asynchronous online learning? What kinds of digital applications, platforms, or teaching tools can be used in online learning?","PeriodicalId":300139,"journal":{"name":"Trends and Developments for the Future of Language Education in Higher Education","volume":"34 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127744543","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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