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The abrupt pedagogical shift introduced a broad set of challenges to deliver quality English as a Second Language (ESL) education. During fall 2020–2021, feedback was collected from 25 teachers and 3 principals via surveys, interviews, and focus groups. Identified impact areas included teacher lifestyle, technology barriers, teaching practice, and pedagogical support, with findings emphasizing cognitive load, self-regulation, and attentional literacy.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/emergency-remote-teaching-the-challenges-associated-with-a-context-of-second-language-instruction/598391/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/emergency-remote-teaching-the-challenges-associated-with-a-context-of-second-language-instruction/598391.png","ImageObject",300,407,{"name":92,"@type":93},"A glass of water","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What situation led to emergency remote teaching for offshore teachers?","Question",{"text":112,"@type":113},"From March 2020, COVID-19 closures and travel restrictions required offshore teachers to return home and continue instruction online for Chinese students.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What challenges were examined in the study?",{"text":117,"@type":113},"The study focused on factors affecting delivery, grouped into teacher lifestyle, technology hindrances, teaching practice, and pedagogical support.",{"name":119,"@type":110,"acceptedAnswer":120},"What does the paper suggest for improving ESL learning with technology?",{"text":121,"@type":113},"It highlights the need to consider cognitive load, self-regulation, and attentional literacy when ESL learners engage with technology.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},598391,1792161445,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},962090760832,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","| Volume 49 (1) | Winter / Hiver 2023 |\n| --- | --- |\n\nEmergency Remote Teaching: The Challenges Associated with a Context of Second Language Instruction  \nEnseignement à distance d'urgence : les défis associés à un contexte d'enseignementd’une langue seconde  \nGregory MacKinnon, Acadia University, Canada  \nTyler MacLean, Henan Experimental High School, China  \nAbstract  \nThe pandemic of 2020 frequently necessitated that offshore school teachers continue their instruction of Chinese children in the online format rather than face-to-face back in China; a socalled emergency remote teaching response. A required change in pedagogy accompanied a range of challenges in an effort to offer quality education to English as a Second Language (ESL) students. During the fall 2020-2021 academic year, a sample of 25 teachers and 3 principals provided feedback on those inherent challenges in a mixed method study consisting of surveys, interviews, and focus groups. Factors that impacted the delivery were identified in broad categories of teacher lifestyle, hindrances with technology, teaching practice, and pedagogical support. The findings were unique in that 1) they were nested in a response to a difficult context as opposed to a carefully planned online instruction and 2) second language students constituted a different learning cohort. This work further adds to the literature by suggesting that cognitive load, self-regulation, and attentional literacy deserve careful consideration when contexts of ESL learning with technology are implicated.  \nKeywords: ESL; online learning; offshore schools; COVID-19  \nRésumé  \nLa pandémie de 2020 a fréquemment nécessité que les enseignants des écoles délocalisées poursuivent leur instruction des enfants chinois en ligne plutôt qu'en présentiel en Chine ; uneréponse dite d'enseignement à distance d'urgence. Un changement nécessaire de pédagogie s'est accompagné d'une série de défis dans le but d'offrir une éducation de qualité aux élèves en anglais langue seconde (ALS) . Au cours de l'année scolaire d'automne 2020-2021, un échantillon de 25 enseignants et de 3 directeurs d'école ont fourni des commentaires sur ces défis inhérents dans le cadre d’une étude à méthode mixte composée d'enquêtes, d'entretiens et de groupes de discussion.  \nCJLT/RCAT Vol. 49 (1)  \nLes facteurs qui ont eu un impact sur la prestation ont été identifiés dans les grandes catégories de : style de vie des enseignants, les obstacles liés à la technologie, les pratiques de enseignement et lesoutien pédagogique. Les résultats étaient uniques en ce que 1) ils étaient liés à une réponse à un contexte difficile par opposition à un enseignement en ligne soigneusement planifié et 2) les élèvesen langue seconde constituent une cohorte d'apprentissage différente. Ce travail contribue à la littérature en suggérant que la charge cognitive, l'autorégulation et la littératie attentionnelleméritent une attention particulière lorsque des contextes d'apprentissage de l'anglais langue seconde avec la technologie sont impliqués.  \nMots-clés : ALS ; apprentissage en ligne ; écoles délocalisées; COVID-19  \nIntroduction  \nThe Pandemic Creates a Unique Situation  \nSince its onset in March 2020, the coronavirus has had considerable influence on public education around the world. Many of the first order impacts included closure of schools and reduction of curriculum covered, but most prominently, the movement to online instruction. This has led to a phenomenon referred to in the literature (Hodges et al., 2020) as Emergency Remote Teaching (ERT) .  \nNorth American teachers are often employed teaching North American curriculum in Chinese schools. The rapid spread ofCOVID-19 created a unique situation when so-called offshore schoolteachers returned to their home countries in the vicinity of the Chinese Spring Festival. Coupled with the implementation of stringent travel restrictions, their respective Chinese school administrators insisted that teachers be prepa","cbCaipFQzdh5wO5e","https://ap.wps.com/l/cbCaipFQzdh5wO5e","pdf",491621,23,"English","# Abstract\n# Introduction\n## The Pandemic Creates a Unique Situation\n# Literature Review\n## Benefits and Challenges of Online Learning","[{\"question\":\"What situation led to emergency remote teaching for offshore teachers?\",\"answer\":\"From March 2020, COVID-19 closures and travel restrictions required offshore teachers to return home and continue instruction online for Chinese students.\"},{\"question\":\"What challenges were examined in the study?\",\"answer\":\"The study focused on factors affecting delivery, grouped into teacher lifestyle, technology hindrances, teaching practice, and pedagogical support.\"},{\"question\":\"What does the paper suggest for improving ESL learning with technology?\",\"answer\":\"It highlights the need to consider cognitive load, self-regulation, and attentional literacy when ESL learners engage with technology.\"}]","Emergency Remote Teaching - The Challenges Associated with a Context of Second Language Instruction | PDF",1792086842,58]