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COVID-19 Pandemic's Impact on English as a Foreign Language Teaching in Spain

COVID-19 Pandemic's Impact on English as a Foreign Language Teaching in Spain

Irene Paula Gallegos Ibarra, Cristina A. Huertas-Abril
Copyright: © 2022 |Pages: 22
ISBN13: 9781668442050|ISBN10: 1668442051|ISBN13 Softcover: 9781668442067|EISBN13: 9781668442074
DOI: 10.4018/978-1-6684-4205-0.ch002
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MLA

Ibarra, Irene Paula Gallegos, and Cristina A. Huertas-Abril. "COVID-19 Pandemic's Impact on English as a Foreign Language Teaching in Spain." English as a Foreign Language in a New-Found Post-Pandemic World, edited by Walaa M. El-Henawy and Maria del Mar Suárez, IGI Global, 2022, pp. 29-50. https://doi.org/10.4018/978-1-6684-4205-0.ch002

APA

Ibarra, I. P. & Huertas-Abril, C. A. (2022). COVID-19 Pandemic's Impact on English as a Foreign Language Teaching in Spain. In W. El-Henawy & M. del Mar Suárez (Eds.), English as a Foreign Language in a New-Found Post-Pandemic World (pp. 29-50). IGI Global. https://doi.org/10.4018/978-1-6684-4205-0.ch002

Chicago

Ibarra, Irene Paula Gallegos, and Cristina A. Huertas-Abril. "COVID-19 Pandemic's Impact on English as a Foreign Language Teaching in Spain." In English as a Foreign Language in a New-Found Post-Pandemic World, edited by Walaa M. El-Henawy and Maria del Mar Suárez, 29-50. Hershey, PA: IGI Global, 2022. https://doi.org/10.4018/978-1-6684-4205-0.ch002

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Abstract

One of the sectors that has been deeply affected by the COVID-19 pandemic is education: teachers and students have been forced to change the way they communicate, interact, teach, and learn during and after the lockdown derived from the pandemic. The objective of this exploratory mixed-methods study is to examine the perspective of Spanish Primary Education teachers of English working in Córdoba (Spain) on teaching English as a Foreign Language (EFL) both during and after the COVID-19 lockdown. Semi-structured interviews were conducted to identify similarities and contrasts between how English was taught before, during, and after the pandemic. The participants' responses (n = 11) were analyzed and classified in order to explore their views on aspects such as methodologies, materials, assessment tools and criteria, organization with other teachers, relationships with families, and the comeback to regular classes.

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