Is Flow Possible in the Emergency Remote Teaching Foreign Language Classroom?

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Abstract

The present study focuses on the experience of flow among 168 Arab and Kurdish English Foreign Language (EFL) learners in both in-person and emergency remote teaching (ERT) classes. Statistical analyses of questionnaire data revealed that learners did experience flow in their ERT classes but for a significantly shorter time than in the pre-pandemic in-person classes. Those who experienced flow in in-person classes were also more likely to experience it in ERT classes. In the in-person classes, the proportion of time in flow was linked to age, self-rated proficiency, attitudes toward English, attitudes toward the teacher, and the teacher frequency of use of English. In contrast, in ERT classes, the proportion of time in flow was only linked to attitude toward the teacher. This is interpreted as evidence that the ERT does not just cause physical and social isolation but also mental isolation.

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Most cited references 41

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Foreign Language Classroom Anxiety

Elaine Horwitz, MICHAEL HORWITZ, JOANN COPE (1986)

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Learning loss due to school closures during the COVID-19 pandemic

Per Engzell, Arun Frey, Mark D. Verhagen (2021)

School closures have been a common tool in the battle against COVID-19. Yet, their costs and benefits remain insufficiently known. We use a natural experiment that occurred as national examinations in The Netherlands took place before and after lockdown to evaluate the impact of school closures on students’ learning. The Netherlands is interesting as a “best-case” scenario, with a short lockdown, equitable school funding, and world-leading rates of broadband access. Despite favorable conditions, we find that students made little or no progress while learning from home. Learning loss was most pronounced among students from disadvantaged homes. Suspension of face-to-face instruction in schools during the COVID-19 pandemic has led to concerns about consequences for students’ learning. So far, data to study this question have been limited. Here we evaluate the effect of school closures on primary school performance using exceptionally rich data from The Netherlands ( n ≈ 350,000). We use the fact that national examinations took place before and after lockdown and compare progress during this period to the same period in the 3 previous years. The Netherlands underwent only a relatively short lockdown (8 wk) and features an equitable system of school funding and the world’s highest rate of broadband access. Still, our results reveal a learning loss of about 3 percentile points or 0.08 standard deviations. The effect is equivalent to one-fifth of a school year, the same period that schools remained closed. Losses are up to 60% larger among students from less-educated homes, confirming worries about the uneven toll of the pandemic on children and families. Investigating mechanisms, we find that most of the effect reflects the cumulative impact of knowledge learned rather than transitory influences on the day of testing. Results remain robust when balancing on the estimated propensity of treatment and using maximum-entropy weights or with fixed-effects specifications that compare students within the same school and family. The findings imply that students made little or no progress while learning from home and suggest losses even larger in countries with weaker infrastructure or longer school closures.

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The two faces of Janus? Anxiety and enjoyment in the foreign language classroom

Jean-Marc Dewaele, Peter MacIntyre (2014)

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Author and article information

Contributors

Jean-Marc Dewaele: (View ORCID Profile)

Journal

Title: Education Sciences

Abbreviated Title: Education Sciences

Publisher: MDPI AG

ISSN (Electronic): 2227-7102

Publication date Created: July 2022

Publication date (Electronic): June 28 2022

Volume: 12

Issue: 7

Page: 444

Article

DOI: 10.3390/educsci12070444

SO-VID: 66d5dbf1-03a7-48b8-983c-d18c8b679d3c

License:

https://creativecommons.org/licenses/by/4.0/

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