Pub Date : 2023-03-15DOI: 10.1177/00336882231158162
Christoph A. Hafner, S. Xia
The Covid-19 pandemic posed novel challenges to language teachers and learners, as ‘emergency remote teaching' became a necessity in order for teachers and learners to isolate from one another. Much has already been written about the nature of those challenges and language teachers' response to them, which response frequently made use of video-conferencing technology like Zoom in order to facilitate remote interaction, teaching and learning. The existing work has focused heavily on teacher experiences, including the kinds of strategies and competencies that teachers made use of when ‘doing' synchronous online learning. However, much less work has examined the student experience. In addition, one challenge consistently identified in the literature is that of fostering meaningful interaction and engagement. In this viewpoint article, we apply the concept of ‘virtual distance’ to the activity of project-based learning taking place at a university in Hong Kong and mediated by digital technologies as part of emergency remote teaching. We report on the emergence of a socio-technical divide in one particular student team and teacher strategies that tend to bridge the divide. We offer suggestions on how the lessons learned from this experience can inform project-based learning in the post-pandemic future.
{"title":"Virtual Distance in Project Work: What We Have Learned From the Pandemic","authors":"Christoph A. Hafner, S. Xia","doi":"10.1177/00336882231158162","DOIUrl":"https://doi.org/10.1177/00336882231158162","url":null,"abstract":"The Covid-19 pandemic posed novel challenges to language teachers and learners, as ‘emergency remote teaching' became a necessity in order for teachers and learners to isolate from one another. Much has already been written about the nature of those challenges and language teachers' response to them, which response frequently made use of video-conferencing technology like Zoom in order to facilitate remote interaction, teaching and learning. The existing work has focused heavily on teacher experiences, including the kinds of strategies and competencies that teachers made use of when ‘doing' synchronous online learning. However, much less work has examined the student experience. In addition, one challenge consistently identified in the literature is that of fostering meaningful interaction and engagement. In this viewpoint article, we apply the concept of ‘virtual distance’ to the activity of project-based learning taking place at a university in Hong Kong and mediated by digital technologies as part of emergency remote teaching. We report on the emergence of a socio-technical divide in one particular student team and teacher strategies that tend to bridge the divide. We offer suggestions on how the lessons learned from this experience can inform project-based learning in the post-pandemic future.","PeriodicalId":46946,"journal":{"name":"Relc Journal","volume":"63 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2023-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79976843","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-03-13DOI: 10.1177/00336882231160610
Joel C. Meniado
Digital Language Teaching 5.0, a new language teaching paradigm that applies the digital pedagogies and technologies of the fifth Industrial Revolution (Industry 5.0), is expected to transform the English language teaching and learning landscape soon, as the world continuously seeks innovative solutions to the educational challenges brought by the COVID-19 pandemic. As a new concept, it draws inquiries and discussions on how it will influence language curriculum, instruction and assessment in the post-pandemic digital age, what technologies and practices will be adopted in schools to align with its purposes, and what competencies pre-service and in-service language teachers will need to be able to actualize it in their own contexts. This paper aims to address the foregoing issues by discussing relevant concepts, trends and practices. It begins by providing a brief background about Education 4.0, its key features, technologies and trends as applied in English language teaching. It then proceeds to the discussion of Education 5.0 and Digital Language Teaching 5.0 with their distinct features, purposes, technologies and practices. Lastly, it explores the skills and competencies under Digital Language Teaching 5.0 and discusses how pre-service and in-service language teachers can develop and enhance such competencies through various formal and alternative language teacher development activities. It concludes with insights on some issues raised and recommendations for successful implementation.
{"title":"Digital Language Teaching 5.0: Technologies, Trends and Competencies","authors":"Joel C. Meniado","doi":"10.1177/00336882231160610","DOIUrl":"https://doi.org/10.1177/00336882231160610","url":null,"abstract":"Digital Language Teaching 5.0, a new language teaching paradigm that applies the digital pedagogies and technologies of the fifth Industrial Revolution (Industry 5.0), is expected to transform the English language teaching and learning landscape soon, as the world continuously seeks innovative solutions to the educational challenges brought by the COVID-19 pandemic. As a new concept, it draws inquiries and discussions on how it will influence language curriculum, instruction and assessment in the post-pandemic digital age, what technologies and practices will be adopted in schools to align with its purposes, and what competencies pre-service and in-service language teachers will need to be able to actualize it in their own contexts. This paper aims to address the foregoing issues by discussing relevant concepts, trends and practices. It begins by providing a brief background about Education 4.0, its key features, technologies and trends as applied in English language teaching. It then proceeds to the discussion of Education 5.0 and Digital Language Teaching 5.0 with their distinct features, purposes, technologies and practices. Lastly, it explores the skills and competencies under Digital Language Teaching 5.0 and discusses how pre-service and in-service language teachers can develop and enhance such competencies through various formal and alternative language teacher development activities. It concludes with insights on some issues raised and recommendations for successful implementation.","PeriodicalId":46946,"journal":{"name":"Relc Journal","volume":"12 4 1","pages":"461 - 473"},"PeriodicalIF":3.0,"publicationDate":"2023-03-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78409519","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-03-08DOI: 10.1177/00336882231157786
Hao Xu, W. Ren, Shulin Yu
This paper reports on a study that examines how a school teacher, a university researcher, and a professional textbook writer interact when they collaborate in designing materials for English language teaching. Data were collected from interviews with the participants and audio recordings of their interaction in collaborative design supplemented with drafts of the designed materials. The findings showed that the three participants placed different emphases on the design of the teaching materials due to their individual principles, values, and approaches towards English language learning and teaching and materials design. Their values and beliefs were found to inform their practices in collaborative materials design and thus influenced the processes of interaction and negotiation. The study contributes to our understanding of the personalized and diversified principles and beliefs of the stakeholders regarding the development of teaching materials, and suggests that textbook writers and their publishers need to pay more heed to the parties for whom they are producing their materials.
{"title":"Collaborative Materials Design: How a School Teacher, a University Researcher, and a Professional Textbook Writer Interact","authors":"Hao Xu, W. Ren, Shulin Yu","doi":"10.1177/00336882231157786","DOIUrl":"https://doi.org/10.1177/00336882231157786","url":null,"abstract":"This paper reports on a study that examines how a school teacher, a university researcher, and a professional textbook writer interact when they collaborate in designing materials for English language teaching. Data were collected from interviews with the participants and audio recordings of their interaction in collaborative design supplemented with drafts of the designed materials. The findings showed that the three participants placed different emphases on the design of the teaching materials due to their individual principles, values, and approaches towards English language learning and teaching and materials design. Their values and beliefs were found to inform their practices in collaborative materials design and thus influenced the processes of interaction and negotiation. The study contributes to our understanding of the personalized and diversified principles and beliefs of the stakeholders regarding the development of teaching materials, and suggests that textbook writers and their publishers need to pay more heed to the parties for whom they are producing their materials.","PeriodicalId":46946,"journal":{"name":"Relc Journal","volume":"15 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2023-03-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82040282","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-03-07DOI: 10.1177/00336882231157497
Zhiqing Xu
Professor Lawrence Jun Zhang is a leading scholar in the field of language education, especially in teaching English to speakers of other languages (TESOL), who has published extensively on metacognition in leading international journals such as Applied Linguistics, TESOL Quarterly, Metacognition and Learning, British Journal of Educational Psychology, Journal of Second Language Writing, Language Awareness, System, Journal of Psycholinguistic Research, Frontiers in Psychology, Sustainability, Reading and Writing and Current Psychology, among others. He was the sole recipient of the TESOL Award for Distinguished Research 2010–2011 from the TESOL International Association. In 2016, he was awarded ‘50@50’ by the TESOL International Association (USA), which acknowledged ‘50 Outstanding Leaders’ around the globe in the profession of TESOL when the Association celebrated its 50th anniversary.
{"title":"Metacognition in Language Teaching and Research: A Conversation With Professor Lawrence Jun Zhang","authors":"Zhiqing Xu","doi":"10.1177/00336882231157497","DOIUrl":"https://doi.org/10.1177/00336882231157497","url":null,"abstract":"Professor Lawrence Jun Zhang is a leading scholar in the field of language education, especially in teaching English to speakers of other languages (TESOL), who has published extensively on metacognition in leading international journals such as Applied Linguistics, TESOL Quarterly, Metacognition and Learning, British Journal of Educational Psychology, Journal of Second Language Writing, Language Awareness, System, Journal of Psycholinguistic Research, Frontiers in Psychology, Sustainability, Reading and Writing and Current Psychology, among others. He was the sole recipient of the TESOL Award for Distinguished Research 2010–2011 from the TESOL International Association. In 2016, he was awarded ‘50@50’ by the TESOL International Association (USA), which acknowledged ‘50 Outstanding Leaders’ around the globe in the profession of TESOL when the Association celebrated its 50th anniversary.","PeriodicalId":46946,"journal":{"name":"Relc Journal","volume":"43 1","pages":"300 - 308"},"PeriodicalIF":3.0,"publicationDate":"2023-03-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82731708","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-03-06DOI: 10.1177/00336882231157785
H. Oh
This article is about how language teachers can use Padlet to facilitate discussions and learning through research and collaboration.
这篇文章是关于语言教师如何使用Padlet通过研究和合作来促进讨论和学习。
{"title":"A Technology Report of Padlet","authors":"H. Oh","doi":"10.1177/00336882231157785","DOIUrl":"https://doi.org/10.1177/00336882231157785","url":null,"abstract":"This article is about how language teachers can use Padlet to facilitate discussions and learning through research and collaboration.","PeriodicalId":46946,"journal":{"name":"Relc Journal","volume":"63 1","pages":"561 - 564"},"PeriodicalIF":3.0,"publicationDate":"2023-03-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76974733","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-03-05DOI: 10.1177/00336882231157460
R. Yuan
Reflective practice (RP) has been widely promoted in many second language teacher education programs to foster pre-service teachers’ pedagogical competence. However, the effectiveness of RP has often been questioned and challenged due to its lack of authenticity in practice. This Viewpoint paper focuses on the issue of authenticity of RP and how it can manifest and shape the complex process of learning to teach. Specifically, the paper proposes a tentative framework with practical tools and strategies for the design and implementation of authentic RP. The framework emphasizes the context, content, and process dimension of authenticity in both RP instruction and assessment, where student teachers can gradually develop their reflective abilities and learn how to integrate RP into their future classroom practice. The paper also outlines directions for future research on RP in second language teacher education.
{"title":"Maximizing the Potential of Reflective Practice in Pre-Service Language Teacher Education: The Issue of Authenticity","authors":"R. Yuan","doi":"10.1177/00336882231157460","DOIUrl":"https://doi.org/10.1177/00336882231157460","url":null,"abstract":"Reflective practice (RP) has been widely promoted in many second language teacher education programs to foster pre-service teachers’ pedagogical competence. However, the effectiveness of RP has often been questioned and challenged due to its lack of authenticity in practice. This Viewpoint paper focuses on the issue of authenticity of RP and how it can manifest and shape the complex process of learning to teach. Specifically, the paper proposes a tentative framework with practical tools and strategies for the design and implementation of authentic RP. The framework emphasizes the context, content, and process dimension of authenticity in both RP instruction and assessment, where student teachers can gradually develop their reflective abilities and learn how to integrate RP into their future classroom practice. The paper also outlines directions for future research on RP in second language teacher education.","PeriodicalId":46946,"journal":{"name":"Relc Journal","volume":"32 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2023-03-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89213103","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-03-05DOI: 10.1177/00336882231157463
Yan Zhang
A well-written argumentative essay requires a thorough analysis of the topic with sufficient supporting evidence. However, obtaining information on the topic, summarizing the reading materials, and then presenting them in the form of an argumentative essay can be a challenging task, especially for English as a foreign language (EFL) learners. ProCon.org offers pro and con arguments on over 100 controversial topics. The webpage features a balanced pro/con format that is easy to read and emphasizes the importance of considering both sides of a topic in argumentative writing. Although the website is not intended specifically for writing courses, it is a valuable resource for EFL learners who wish to enhance their argumentative skills and for teachers who wish to incorporate critical thinking into their writing courses. This technology review covers the content of the website and tips for self-study, as well as pedagogical applications.
{"title":"English as a Foreign Language Learners’ Guide to Argument–Counterargument Skills: ProCon.org","authors":"Yan Zhang","doi":"10.1177/00336882231157463","DOIUrl":"https://doi.org/10.1177/00336882231157463","url":null,"abstract":"A well-written argumentative essay requires a thorough analysis of the topic with sufficient supporting evidence. However, obtaining information on the topic, summarizing the reading materials, and then presenting them in the form of an argumentative essay can be a challenging task, especially for English as a foreign language (EFL) learners. ProCon.org offers pro and con arguments on over 100 controversial topics. The webpage features a balanced pro/con format that is easy to read and emphasizes the importance of considering both sides of a topic in argumentative writing. Although the website is not intended specifically for writing courses, it is a valuable resource for EFL learners who wish to enhance their argumentative skills and for teachers who wish to incorporate critical thinking into their writing courses. This technology review covers the content of the website and tips for self-study, as well as pedagogical applications.","PeriodicalId":46946,"journal":{"name":"Relc Journal","volume":"17 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2023-03-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82628728","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-03-05DOI: 10.1177/00336882231157461
Xiangping Shen, Xunbing Shen, Jian-E Peng
Digital storytelling has made its way into second language classrooms due to its great potential in promoting linguistic and non-linguistic outcomes increasingly recognized by second language educators. However, the links between digital storytelling and second language learners’ willingness to communicate still remain largely unknown. The present thematic review first presents an introduction to digital storytelling and then elucidates its critical roles in promoting second language willingness to communicate traced to four aspects: creating ample opportunities to practice the second language, negotiating aspired identities, engaging learners with cultural and multimodal resources, and constructing communities of shared interests. Finally, directions for future research are discussed.
{"title":"Digital Storytelling: A Literacy-Building Tool to Promote Willingness to Communicate in a Second Language","authors":"Xiangping Shen, Xunbing Shen, Jian-E Peng","doi":"10.1177/00336882231157461","DOIUrl":"https://doi.org/10.1177/00336882231157461","url":null,"abstract":"Digital storytelling has made its way into second language classrooms due to its great potential in promoting linguistic and non-linguistic outcomes increasingly recognized by second language educators. However, the links between digital storytelling and second language learners’ willingness to communicate still remain largely unknown. The present thematic review first presents an introduction to digital storytelling and then elucidates its critical roles in promoting second language willingness to communicate traced to four aspects: creating ample opportunities to practice the second language, negotiating aspired identities, engaging learners with cultural and multimodal resources, and constructing communities of shared interests. Finally, directions for future research are discussed.","PeriodicalId":46946,"journal":{"name":"Relc Journal","volume":"66 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2023-03-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89278792","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-02-22DOI: 10.1177/00336882231153669
Analyn A Caroy
In the post-pandemic educational context where learning modalities are either hybrid flexible or purely face-to-face, the use of digital presentation tools remains valuable, particularly for educators whose courses are still being delivered online. With the abundance of accessible websites, applications and software, selecting the most appropriate tool to meet the learning objectives and address students’ various learning styles and preferences may be challenging. Also, integrating digital technologies with the institution's learning management system is something to consider. Nearpod, an online digital presentation tool, provides numerous features that cater to the varied learning styles of students, fostering, among others, socio-emotional learning, expressive and receptive skills, inclusiveness, critical thinking, collaboration and learner agency. This digital technology's features may be utilized for priming activities, discussion and assessment. Despite the promising features of Nearpod, the extent of its usefulness may be limited by challenges such as poor Internet access.
{"title":"A Technology Report on Nearpod","authors":"Analyn A Caroy","doi":"10.1177/00336882231153669","DOIUrl":"https://doi.org/10.1177/00336882231153669","url":null,"abstract":"In the post-pandemic educational context where learning modalities are either hybrid flexible or purely face-to-face, the use of digital presentation tools remains valuable, particularly for educators whose courses are still being delivered online. With the abundance of accessible websites, applications and software, selecting the most appropriate tool to meet the learning objectives and address students’ various learning styles and preferences may be challenging. Also, integrating digital technologies with the institution's learning management system is something to consider. Nearpod, an online digital presentation tool, provides numerous features that cater to the varied learning styles of students, fostering, among others, socio-emotional learning, expressive and receptive skills, inclusiveness, critical thinking, collaboration and learner agency. This digital technology's features may be utilized for priming activities, discussion and assessment. Despite the promising features of Nearpod, the extent of its usefulness may be limited by challenges such as poor Internet access.","PeriodicalId":46946,"journal":{"name":"Relc Journal","volume":"115 1","pages":"551 - 560"},"PeriodicalIF":3.0,"publicationDate":"2023-02-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77903147","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-02-15DOI: 10.1177/00336882231157495
Joel C Meniado
In the last three years, major disruptions have affected our lives and to a certain extent influenced our perspectives and practices on diversity, equity, inclusion, and accessibility (DEIA) in language education. I remember it was this time in 2020 when most countries worldwide started closing their borders and schools began shutting their doors to contain the spread of the COVID-19 virus. It was also at this time in the same year when schools started adopting fully remote/online modes of teaching and assessment, where teachers had to transform their face-to-face lessons and assessments into various delivery modes (e.g., printed modules, radio/TV programs, SMS, online, etc.). At that time we could hear different stories of struggles – the struggles of teachers in designing, developing, and facilitating remote/online instruction and assessment using various technological tools, struggles of students in learning from home due to limited technology access and inconducive home learning environments, and struggles of parents in managing and supporting their children in their home-based learning. Then, last year, international conflicts occurred in some parts of the world, leading to major humanitarian catastrophes and economic disruptions. As a result, access to necessities and services, including language education, became less accessible to many, especially the economically disadvantaged. As we have witnessed in the last three years, the COVID-19 pandemic has caused massive learning loss despite the widespread adoption of remote/online instruction (UNESCO, The World Bank, and UNICEF, 2021). It has widened the inequality of learning opportunities, placed vulnerable minorities at a great disadvantage, and heightened socio-emotional and mental health issues among learners (World Bank, 2020). Similarly, international conflicts and economic disruption worldwide have also curtailed equal opportunities to access quality (language) education. In some places, language learners and teachers have lost their purpose and direction. Some learners have left schools
{"title":"Sustaining Inclusive, Equitable, and Accessible Language Education in a COVID-19 Endemic World","authors":"Joel C Meniado","doi":"10.1177/00336882231157495","DOIUrl":"https://doi.org/10.1177/00336882231157495","url":null,"abstract":"In the last three years, major disruptions have affected our lives and to a certain extent influenced our perspectives and practices on diversity, equity, inclusion, and accessibility (DEIA) in language education. I remember it was this time in 2020 when most countries worldwide started closing their borders and schools began shutting their doors to contain the spread of the COVID-19 virus. It was also at this time in the same year when schools started adopting fully remote/online modes of teaching and assessment, where teachers had to transform their face-to-face lessons and assessments into various delivery modes (e.g., printed modules, radio/TV programs, SMS, online, etc.). At that time we could hear different stories of struggles – the struggles of teachers in designing, developing, and facilitating remote/online instruction and assessment using various technological tools, struggles of students in learning from home due to limited technology access and inconducive home learning environments, and struggles of parents in managing and supporting their children in their home-based learning. Then, last year, international conflicts occurred in some parts of the world, leading to major humanitarian catastrophes and economic disruptions. As a result, access to necessities and services, including language education, became less accessible to many, especially the economically disadvantaged. As we have witnessed in the last three years, the COVID-19 pandemic has caused massive learning loss despite the widespread adoption of remote/online instruction (UNESCO, The World Bank, and UNICEF, 2021). It has widened the inequality of learning opportunities, placed vulnerable minorities at a great disadvantage, and heightened socio-emotional and mental health issues among learners (World Bank, 2020). Similarly, international conflicts and economic disruption worldwide have also curtailed equal opportunities to access quality (language) education. In some places, language learners and teachers have lost their purpose and direction. Some learners have left schools","PeriodicalId":46946,"journal":{"name":"Relc Journal","volume":"319 1","pages":"3 - 6"},"PeriodicalIF":3.0,"publicationDate":"2023-02-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75269159","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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