Pub Date : 2023-03-15DOI: 10.3126/nelta.v27i1-2.53196
Krishna Kumari Upadhayaya
Mentoring is an essential part of teacher development. It is generally acknowledged that a master talent in mentoring is the ability to make resources available to a novice protégé to help them educate successfully. This study illustrates how mentorship technique aided in boosting teacher motivation for online instruction during COVID-19. According to the research, learning is successful when there are close relationships between mentors and mentees, opportunities for growth, and a supportive atmosphere. The investigation took place in a Nepalese school in Kathmandu. Ten English Language (EL) instructors from Nursery - 10 participated in the study. They were mentored by the head of the English Department and a computer assistant for two months. The Technological Pedagogical and Content Knowledge (TPACK) model of mentoring was used, which stood on connectivism philosophy. The study employed a narrative methodology. Semi-structured interview and thematic analysis techniques were used to produce and analyse data. Standing on their stories, the teachers were familiarized with the concept of Web-Enhanced Language Learning (WELL), Mobile-Assisted Language Learning (MALL), and Computer-Assisted Language Learning (CALL). Finally, teachers produced technology enhanced lesson plans fusing the content with technology for the new pedagogy. To assess the results of mentoring during the pre-phase, while-phase, and post-phase, in-depth interviews were carried out. The findings highlight the difficulties mentees faced: a lack of confidence or a sense of inferiority in online teaching environment, as well as how self-sufficiency was restored after mentoring. According to the study, effective mentorship can still take place in challenging educational circumstances.
{"title":"Mentoring Teachers during Covid-19: A Collaborative Organizational Approach","authors":"Krishna Kumari Upadhayaya","doi":"10.3126/nelta.v27i1-2.53196","DOIUrl":"https://doi.org/10.3126/nelta.v27i1-2.53196","url":null,"abstract":"Mentoring is an essential part of teacher development. It is generally acknowledged that a master talent in mentoring is the ability to make resources available to a novice protégé to help them educate successfully. This study illustrates how mentorship technique aided in boosting teacher motivation for online instruction during COVID-19. According to the research, learning is successful when there are close relationships between mentors and mentees, opportunities for growth, and a supportive atmosphere. The investigation took place in a Nepalese school in Kathmandu. Ten English Language (EL) instructors from Nursery - 10 participated in the study. They were mentored by the head of the English Department and a computer assistant for two months. The Technological Pedagogical and Content Knowledge (TPACK) model of mentoring was used, which stood on connectivism philosophy. The study employed a narrative methodology. Semi-structured interview and thematic analysis techniques were used to produce and analyse data. Standing on their stories, the teachers were familiarized with the concept of Web-Enhanced Language Learning (WELL), Mobile-Assisted Language Learning (MALL), and Computer-Assisted Language Learning (CALL). Finally, teachers produced technology enhanced lesson plans fusing the content with technology for the new pedagogy. To assess the results of mentoring during the pre-phase, while-phase, and post-phase, in-depth interviews were carried out. The findings highlight the difficulties mentees faced: a lack of confidence or a sense of inferiority in online teaching environment, as well as how self-sufficiency was restored after mentoring. According to the study, effective mentorship can still take place in challenging educational circumstances.","PeriodicalId":416929,"journal":{"name":"Journal of Nelta","volume":"68 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121698483","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 : 2022-12-31DOI: 10.3126/nelta.v27i1-2.53200
Md. Abdur Rouf
This study aimed to explore the English language (EL) teachers’ induction phase in Bangladesh, focusing on the usual practices, challenges they face, and their expectations. Teachers’ induction phase is immensely significant as they make a transition to the teaching profession. Following the qualitative phenomenological approach, qualitative data were collected from six (6) EL teachers working at the primary, secondary, and higher secondary levels across Bangladesh through interviews. The collected data were analysed using the thematic analysis framework as advocated by Braun and Clarke (2006). The key findings included a three-segment teacher recruitment mechanism, absence of pre-service teacher preparation and adequate initial training, varied initial experiences of teachers, no mentoring and observation, limited collaboration, and inadequate opportunity for professional development. Moreover, the findings also revealed that many such teachers are confused regarding their career because of discrepancies between pre-service perceptions and in-service actualities, lack of required support and resources for novice teachers, the significance of teachers’ proactive role in induction, and their confusion about career planing.
{"title":"EL Teachers’ Induction Phase in Bangladesh: Practices, Challenges, and Expectations","authors":"Md. Abdur Rouf","doi":"10.3126/nelta.v27i1-2.53200","DOIUrl":"https://doi.org/10.3126/nelta.v27i1-2.53200","url":null,"abstract":"This study aimed to explore the English language (EL) teachers’ induction phase in Bangladesh, focusing on the usual practices, challenges they face, and their expectations. Teachers’ induction phase is immensely significant as they make a transition to the teaching profession. Following the qualitative phenomenological approach, qualitative data were collected from six (6) EL teachers working at the primary, secondary, and higher secondary levels across Bangladesh through interviews. The collected data were analysed using the thematic analysis framework as advocated by Braun and Clarke (2006). The key findings included a three-segment teacher recruitment mechanism, absence of pre-service teacher preparation and adequate initial training, varied initial experiences of teachers, no mentoring and observation, limited collaboration, and inadequate opportunity for professional development. Moreover, the findings also revealed that many such teachers are confused regarding their career because of discrepancies between pre-service perceptions and in-service actualities, lack of required support and resources for novice teachers, the significance of teachers’ proactive role in induction, and their confusion about career planing.","PeriodicalId":416929,"journal":{"name":"Journal of Nelta","volume":"16 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134396622","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 : 2022-12-31DOI: 10.3126/nelta.v27i1-2.53193
Motikala Subba Dewan, A. Bashir, David Tchaikovsky Teh Boon Ern
One of the most affected sectors during the COVID-19 pandemic was education. Abrupt and sudden changes in teaching and learning practices that teachers and students experienced were unprecedented, and the effect is still felt today. Hence, the study sought to identify the challenges secondary English language teachers in Bangladesh, Malaysia and Nepal faced during the pandemic. Adopting a Comparative Case Study (CCS) research model, this was a transnational effort to explore the experiences of a cross-border ELT professional community teaching under various restrictions and limitations imposed by the governments in response to the ongoing COVID-19 pandemic. Five key challenges emerged during the findings, namely: (i) teaching and learning dificulties, (ii) unreliable and invalid assessments, (iii) infrastructural hurdles in a home learning environment, (iv) student displacement, and (v) compromised teacher wellbeing. In retrospect, there was a cause for optimism as teachers acquired crucial survival skills, yet most challenges remain valid to this day. So various stakeholders must remain vigilant and devise robust measures in anticipation of future events of this kind and scale.
{"title":"Education during Pandemic: Perspectives of Secondary School English Teachers from Malaysia, Nepal, and Bangladesh","authors":"Motikala Subba Dewan, A. Bashir, David Tchaikovsky Teh Boon Ern","doi":"10.3126/nelta.v27i1-2.53193","DOIUrl":"https://doi.org/10.3126/nelta.v27i1-2.53193","url":null,"abstract":"One of the most affected sectors during the COVID-19 pandemic was education. Abrupt and sudden changes in teaching and learning practices that teachers and students experienced were unprecedented, and the effect is still felt today. Hence, the study sought to identify the challenges secondary English language teachers in Bangladesh, Malaysia and Nepal faced during the pandemic. Adopting a Comparative Case Study (CCS) research model, this was a transnational effort to explore the experiences of a cross-border ELT professional community teaching under various restrictions and limitations imposed by the governments in response to the ongoing COVID-19 pandemic. Five key challenges emerged during the findings, namely: (i) teaching and learning dificulties, (ii) unreliable and invalid assessments, (iii) infrastructural hurdles in a home learning environment, (iv) student displacement, and (v) compromised teacher wellbeing. In retrospect, there was a cause for optimism as teachers acquired crucial survival skills, yet most challenges remain valid to this day. So various stakeholders must remain vigilant and devise robust measures in anticipation of future events of this kind and scale.","PeriodicalId":416929,"journal":{"name":"Journal of Nelta","volume":"4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131807797","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 : 2022-12-31DOI: 10.3126/nelta.v27i1-2.53202
J. Paudel
Students are often afraid of writing tasks, regardless of whether they are writing in their own native language or are second language writers. I share examples of my own writing experiences and struggles, and then I argue how writing can be demystifi ed, offering some strategies towards advancing one’s writing skills: understanding writing, doing free writing, identifying writing weaknesses, practicing enormously, visualizing purpose and audience, revising writing, articulating writer’s own voice, obtaining feedback, reflecting on own writing, and embracing mimesis approach. I discuss the strategies drawing on ideas from renowned writing theorists, including Elbow (1998), Harris (2006), Vilardi and Chang (2009), and Adler-Kassner and Wardle (2016), etc. This paper is particularly relevant to early career ELT teachers to understand and demystify the student writing process; however, it might also be helpful for any academic level of students to advance their writing.
{"title":"Demystifying Writing: Strategies for Developing Better Writing","authors":"J. Paudel","doi":"10.3126/nelta.v27i1-2.53202","DOIUrl":"https://doi.org/10.3126/nelta.v27i1-2.53202","url":null,"abstract":"Students are often afraid of writing tasks, regardless of whether they are writing in their own native language or are second language writers. I share examples of my own writing experiences and struggles, and then I argue how writing can be demystifi ed, offering some strategies towards advancing one’s writing skills: understanding writing, doing free writing, identifying writing weaknesses, practicing enormously, visualizing purpose and audience, revising writing, articulating writer’s own voice, obtaining feedback, reflecting on own writing, and embracing mimesis approach. I discuss the strategies drawing on ideas from renowned writing theorists, including Elbow (1998), Harris (2006), Vilardi and Chang (2009), and Adler-Kassner and Wardle (2016), etc. This paper is particularly relevant to early career ELT teachers to understand and demystify the student writing process; however, it might also be helpful for any academic level of students to advance their writing.","PeriodicalId":416929,"journal":{"name":"Journal of Nelta","volume":"11257 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130778082","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 : 2022-12-31DOI: 10.3126/nelta.v27i1-2.53203
Janpha Thadphoothon
Since 2016, the development of artificial intelligence (AI) has been strong and pervasive, including its roles in business and education. In ELT, in particular, several machine learning models have been implemented such as speech recognition, grammar correction, chatbots, and translation. ELT is in the middle of a rapid and disruptive change and the magnitude of which is paramount that we have never witnessed before. Under this situation, ELT practitioners may have to acquire additional skills and competencies so as to be relevant and thrive in this rapid change and move the field forward to the next level. In this paper, the researcher proposes ELT 3.0, a new vision where working with the machines needs to be incorporated into the existing roles of the ELT teachers.
{"title":"ELT in the Age of Artificial Intelligence (AI): Working with Machines","authors":"Janpha Thadphoothon","doi":"10.3126/nelta.v27i1-2.53203","DOIUrl":"https://doi.org/10.3126/nelta.v27i1-2.53203","url":null,"abstract":"Since 2016, the development of artificial intelligence (AI) has been strong and pervasive, including its roles in business and education. In ELT, in particular, several machine learning models have been implemented such as speech recognition, grammar correction, chatbots, and translation. ELT is in the middle of a rapid and disruptive change and the magnitude of which is paramount that we have never witnessed before. Under this situation, ELT practitioners may have to acquire additional skills and competencies so as to be relevant and thrive in this rapid change and move the field forward to the next level. In this paper, the researcher proposes ELT 3.0, a new vision where working with the machines needs to be incorporated into the existing roles of the ELT teachers.","PeriodicalId":416929,"journal":{"name":"Journal of Nelta","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127420304","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 : 2022-12-31DOI: 10.3126/nelta.v27i1-2.53198
Shankar Dewan
This qualitative content analysis article aims at exploring the perspectives of English language teachers on Nepali English (NE). I purposively selected six college level English language teachers from Sunsari and Morang districts and collected the required data through a semi-structured interview. The study reveals that NE has emerged in Nepal as a result of mother tongue influence, nativization of English to local contexts, and exposure from the non-native teachers during the second language acquisition process, and it is practically more appropriate than other varieties of English in Nepal. All the research participants favour NE as it is more intelligible and easier to teach and learn than the other varieties of English, promotes Nepali identity, boosts confidence, reduces anxiety, and helps to resist the hegemony of British English (BE) or American English (AE). They, however, believe that more research and discourse on NE, its codifi cation and standardization, and power (political, economic, and ideological) are necessary for bringing NE into concrete form. These perspectives from the English language teachers on NE pave the ground for appropriating English language policies, English language curriculum, textbooks, and pedagogy in Nepal, and rethinking the traditional treatment of errors.
{"title":"Nepali English or Other Varieties of English: Perspectives from English Language Teachers in Nepal","authors":"Shankar Dewan","doi":"10.3126/nelta.v27i1-2.53198","DOIUrl":"https://doi.org/10.3126/nelta.v27i1-2.53198","url":null,"abstract":"This qualitative content analysis article aims at exploring the perspectives of English language teachers on Nepali English (NE). I purposively selected six college level English language teachers from Sunsari and Morang districts and collected the required data through a semi-structured interview. The study reveals that NE has emerged in Nepal as a result of mother tongue influence, nativization of English to local contexts, and exposure from the non-native teachers during the second language acquisition process, and it is practically more appropriate than other varieties of English in Nepal. All the research participants favour NE as it is more intelligible and easier to teach and learn than the other varieties of English, promotes Nepali identity, boosts confidence, reduces anxiety, and helps to resist the hegemony of British English (BE) or American English (AE). They, however, believe that more research and discourse on NE, its codifi cation and standardization, and power (political, economic, and ideological) are necessary for bringing NE into concrete form. These perspectives from the English language teachers on NE pave the ground for appropriating English language policies, English language curriculum, textbooks, and pedagogy in Nepal, and rethinking the traditional treatment of errors.","PeriodicalId":416929,"journal":{"name":"Journal of Nelta","volume":"50 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128907030","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 : 2022-12-31DOI: 10.3126/nelta.v27i1-2.53201
Padam Chauhan
In order to write for academic purposes, all novice ESL and EFL writers must be well-informed about the fundamentals of academic writing (AW) in English. Developing academic writing skills for all students is crucial because they must produce good writing skills to meet the standards of college and university course writing assignments. The typical college and university writing assignments include descriptive writing, analytical writing, persuasive writing, critical writing, and inquiry writing. In the meantime, it is also crucial for them to understand that writing is a recursive process involving various stages, such as generating ideas, outlining, planning, drafting, revising, editing, and sharing. During the writing process, the writers should not only consider the elements of AW, comprising content, organization, purpose and audience, critical thinking, word choice, grammar, and mechanics, but also its basic conventions, including objectivity, formality or style, citation style, simplicity, clarity and conciseness, and genre awareness. Against this background, the primary purpose of this paper is to review the fundamentals of academic writing. The paper fi rst defines AW as an art, science, and craft. It then briefly discusses the main types of writing students must produce as a part of their college and university course assignments. Finally, the paper highlights some key features of research-based writing tasks generally assigned to graduate students, such as reading responses or reaction papers, reflection papers, research papers, and theses and dissertations.
{"title":"Fundamentals of Academic Writing: A Literature Review","authors":"Padam Chauhan","doi":"10.3126/nelta.v27i1-2.53201","DOIUrl":"https://doi.org/10.3126/nelta.v27i1-2.53201","url":null,"abstract":"In order to write for academic purposes, all novice ESL and EFL writers must be well-informed about the fundamentals of academic writing (AW) in English. Developing academic writing skills for all students is crucial because they must produce good writing skills to meet the standards of college and university course writing assignments. The typical college and university writing assignments include descriptive writing, analytical writing, persuasive writing, critical writing, and inquiry writing. In the meantime, it is also crucial for them to understand that writing is a recursive process involving various stages, such as generating ideas, outlining, planning, drafting, revising, editing, and sharing. During the writing process, the writers should not only consider the elements of AW, comprising content, organization, purpose and audience, critical thinking, word choice, grammar, and mechanics, but also its basic conventions, including objectivity, formality or style, citation style, simplicity, clarity and conciseness, and genre awareness. Against this background, the primary purpose of this paper is to review the fundamentals of academic writing. The paper fi rst defines AW as an art, science, and craft. It then briefly discusses the main types of writing students must produce as a part of their college and university course assignments. Finally, the paper highlights some key features of research-based writing tasks generally assigned to graduate students, such as reading responses or reaction papers, reflection papers, research papers, and theses and dissertations.","PeriodicalId":416929,"journal":{"name":"Journal of Nelta","volume":"12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128266314","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 : 2022-12-31DOI: 10.3126/nelta.v27i1-2.53195
Uttam Sing Rai
This research aimed at exploring English teachers’ experience of virtual class in the time of COVID-19 lockdown period in Bhojpur, Nepal. Using narrative inquiry as methodological lens, I collected four secondary level English language teachers’ stories during the first lockdown phase. In-depth interview was conducted to enable the participants to reveal their individual experiences of virtual teaching. The fi ndings revealed negative experiences such as technology related anxiety and mental stress being the absent of basic mastery of ICT in English teachers. The narrations further showed unstable electricity and low speed internet issue, low rate of students’ absence, unavailability of ICT devices as the obstacles fronted by English teachers in the district. The result also displayed positive experiences such as the increase of knowledge and skills in ICT use, and students’ autonomous and mobile learning.
{"title":"English Language Teachers’ Experience of Virtual Class during COVID-19 Lockdown in Bhojpur: A Narrative Inquiry","authors":"Uttam Sing Rai","doi":"10.3126/nelta.v27i1-2.53195","DOIUrl":"https://doi.org/10.3126/nelta.v27i1-2.53195","url":null,"abstract":"This research aimed at exploring English teachers’ experience of virtual class in the time of COVID-19 lockdown period in Bhojpur, Nepal. Using narrative inquiry as methodological lens, I collected four secondary level English language teachers’ stories during the first lockdown phase. In-depth interview was conducted to enable the participants to reveal their individual experiences of virtual teaching. The fi ndings revealed negative experiences such as technology related anxiety and mental stress being the absent of basic mastery of ICT in English teachers. The narrations further showed unstable electricity and low speed internet issue, low rate of students’ absence, unavailability of ICT devices as the obstacles fronted by English teachers in the district. The result also displayed positive experiences such as the increase of knowledge and skills in ICT use, and students’ autonomous and mobile learning.","PeriodicalId":416929,"journal":{"name":"Journal of Nelta","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131585738","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 : 2022-12-31DOI: 10.3126/nelta.v27i1-2.53190
Wenjun Wang
The paper is a case study on a whole-term online English teaching practice of non-English major postgraduates from March to July 2020 at Yunnan University in China. By attempting to probe into the strategies employed in the three phases of pre-teaching, while-teaching, and post-teaching respectively, reflections upon the mega-scale online English teaching for 30 classes of approximately 1200 students are analyzed by qualitative research in the forms of online interviews and class video observation. The research aims to summarize useful strategies and key factors teachers need to attach importance to in technology-assisted English language teaching with mixed applications and approaches to meet an urgent need in practical situations. Th e practice can be an example of the effective “localization” of college English teaching in China. It also shows that effectiveness-oriented online teaching can be feasible and useful in shaping and enriching the new normal of foreign language teaching in post COVID-19 era.
{"title":"Reflections on Online EFL Teaching during COVID-19: A Case Study of Yunnan University in China","authors":"Wenjun Wang","doi":"10.3126/nelta.v27i1-2.53190","DOIUrl":"https://doi.org/10.3126/nelta.v27i1-2.53190","url":null,"abstract":"The paper is a case study on a whole-term online English teaching practice of non-English major postgraduates from March to July 2020 at Yunnan University in China. By attempting to probe into the strategies employed in the three phases of pre-teaching, while-teaching, and post-teaching respectively, reflections upon the mega-scale online English teaching for 30 classes of approximately 1200 students are analyzed by qualitative research in the forms of online interviews and class video observation. The research aims to summarize useful strategies and key factors teachers need to attach importance to in technology-assisted English language teaching with mixed applications and approaches to meet an urgent need in practical situations. Th e practice can be an example of the effective “localization” of college English teaching in China. It also shows that effectiveness-oriented online teaching can be feasible and useful in shaping and enriching the new normal of foreign language teaching in post COVID-19 era.","PeriodicalId":416929,"journal":{"name":"Journal of Nelta","volume":"103 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134219118","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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