[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-detail-78523-en":3,"doc-seo-78523-105":31,"detail-sidebar-cat-0-en-105":93},{"code":4,"msg":5,"data":6},0,"success",{"doc_id":7,"user_id":8,"nickname":9,"user_avatar":10,"doc_module":4,"category_id":11,"category_name":12,"doc_title":13,"doc_description":14,"doc_content":15,"file_id":16,"file_url":17,"file_type":18,"file_size":19,"view_count":20,"is_deleted":4,"is_public":21,"is_downloadable":21,"audit_status":21,"page_count":22,"language":23,"language_code":24,"site_id":25,"html_lang":24,"table_of_contents":26,"faqs":27,"seo_title":28,"seo_description":14,"update_tm":29,"read_time":30},78523,687197207639,"Asher","https://ap-avatar.wpscdn.com/davatar_a8503ba1806abce46bf441b54a3ca4cd",8,"Research & Report","English Language Teaching and Covid-19 Teacher Survey 2020","A needs-focused report synthesizes responses from three British Council online surveys conducted in April–May 2020 to understand how teachers and teacher educators experienced English language teaching during the Covid-19 pandemic. It examines remote teaching realities across countries and education sectors, identifying shared concerns around motivation, class management, remote assessment, inclusion, and wellbeing, as well as needs for clearer guidelines, training, and practical resources. Findings highlight connectivity inequalities and longer lesson planning time, informing recommendations for support via TeachingEnglish and online communities.","English language teaching and Covid-19  \nA survey of teacher and  \nteacher educator needs during the Covid-19 pandemic April -May 2020  \nJune 2020  \n\\#TeachingEnglishInsight  \nContents  \nContents........................................................................................................................................... 2  \nAims ................................................................................................................................................. 3  \nSummary.......................................................................................................................................... 4  \n1 Introduction ............................................................................................................................... 6  \n1.1 Method................................................................................................................................ 7  \n1.2 Limitations .......................................................................................................................... 7  \n2 Results ...................................................................................................................................... 8  \n2.1 Respondent profile ............................................................................................................. 8  \n2.2 What does remote teaching look like for those who answered the survey? .................. 10  \n2.3 What were these teachers’ needs? ................................................................................. 12  \n2.4 What were the teacher educators’ needs? ...................................................................... 14  \n3 Conclusions and recommendations ...................................................................................... 20  \nAppendix ........................................................................................................................................ 22  \nAims  \nThis report explores responses to three online surveys carried out by the British Council into the immediate needs and experiences of teachers and teacher educators in April and May during the Covid-19 pandemic.  \nThe surveys looked at the experiences of teachers and teacher educators during the pandemic, working in different countries and education sectors who teach either in English or through English. We were interested in finding out:  \n• what the challenges are, related to online lessons and offline teaching at a distance  \n• which resources teachers and teacher educators need to support them in the crisis  \n• what could be delivered via the TeachingEnglish website and through online communities that would be helpful to teachers and teacher educators while working from home.  \nSummary  \nOnline surveys were developed and distributed by the British Council in order to understand the needs of teachers and teacher educators in April and May 2020 during the COVID-19 crisis. The surveys asked what resources and support teachers and teacher educators needed. The aim was to focus British Council efforts on producing resources that matched the needs.  \nMore than 9600 replies were received from over  \n150 countries.  \nCommon concerns expressed by teachers and teacher educators  \n\n| • Keeping up student motivation\u003Cbr>• Class management\u003Cbr>• Assessing remotely\u003Cbr>• Including disadvantaged individuals\u003Cbr>• Catering for mixed abilities\u003Cbr>• Student and teacher wellbeing\u003Cbr>• Poor internet connection/ no access to the internet | • Preparing learners for exams\u003Cbr>• Fears about cheating\u003Cbr>• Developing learner autonomy\u003Cbr>• Lack of proper equipment for teachers and/or learners\u003Cbr>• Advice on planning online lessons\u003Cbr>• Advice on task design for distance learning\u003Cbr>• Longer preparation time |\n| --- | --- |\n\nMain Findings  \n• Remote teaching is new for the majority of teachers and teacher educators who responded to the survey.  \n• Both teachers and teacher educators are reasonably confid","cbCaiodw6GoOsYuQ","https://ap.wps.com/l/cbCaiodw6GoOsYuQ","pdf",754494,5,1,26,"English","en",105,"# Aims\n# Summary\n# 1 Introduction\n## 1.1 Method\n## 1.2 Limitations\n# 2 Results\n## 2.1 Respondent profile\n## 2.2 What does remote teaching look like for those who answered the survey?\n## 2.3 What were these teachers’ needs?\n## 2.4 What were the teacher educators’ needs?\n# 3 Conclusions and recommendations\n# Appendix","[{\"question\":\"What was the purpose of the British Council surveys in April–May 2020?\",\"answer\":\"The surveys aimed to understand the immediate needs and experiences of teachers and teacher educators during the Covid-19 crisis, focusing on the resources and support required. The results were used to shape British Council resource priorities.\"},{\"question\":\"What common concerns did teachers and teacher educators report?\",\"answer\":\"Common concerns included keeping students motivated, class management, assessing remotely, and including disadvantaged learners. Respondents also raised issues around wellbeing and poor or no internet access.\"},{\"question\":\"Why does connectivity matter for remote English teaching and support?\",\"answer\":\"Patchy connectivity can create inequality in access and make communication and support harder for teachers and teacher educators. The report also notes that device sharing within families can reduce the time students spend learning online.\"}]","English Language Teaching and Covid-19 Teacher Survey 2020 | PDF",1784100813,66,{"code":4,"msg":32,"data":33},"ok",{"site_id":25,"language":24,"slug":34,"title":13,"keywords":35,"description":14,"schema_data":36,"social_meta":88,"head_meta":90,"extra_data":92,"updated_unix":29},"english-language-teaching-and-covid-19-teacher-survey-2020","",{"@graph":37,"@context":87},[38,55,70],{"@type":39,"itemListElement":40},"BreadcrumbList",[41,45,49,52],{"item":42,"name":43,"@type":44,"position":21},"https://docshare.wps.com","Home","ListItem",{"item":46,"name":47,"@type":44,"position":48},"https://docshare.wps.com/document/","Document",2,{"item":50,"name":12,"@type":44,"position":51},"https://docshare.wps.com/document/research-report/",3,{"item":53,"name":13,"@type":44,"position":54},"https://docshare.wps.com/document/english-language-teaching-and-covid-19-teacher-survey-2020/78523/",4,{"url":53,"name":13,"@type":56,"author":57,"headline":13,"publisher":59,"fileFormat":62,"inLanguage":24,"description":14,"dateModified":63,"datePublished":64,"encodingFormat":62,"isAccessibleForFree":65,"interactionStatistic":66},"DigitalDocument",{"name":9,"@type":58},"Person",{"url":42,"name":60,"@type":61},"DocShare","Organization","application/pdf","2026-07-29","2026-07-15",true,{"@type":67,"interactionType":68,"userInteractionCount":20},"InteractionCounter",{"@type":69},"ViewAction",{"@type":71,"mainEntity":72},"FAQPage",[73,79,83],{"name":74,"@type":75,"acceptedAnswer":76},"What was the purpose of the British Council surveys in April–May 2020?","Question",{"text":77,"@type":78},"The surveys aimed to understand the immediate needs and experiences of teachers and teacher educators during the Covid-19 crisis, focusing on the resources and support required. The results were used to shape British Council resource priorities.","Answer",{"name":80,"@type":75,"acceptedAnswer":81},"What common concerns did teachers and teacher educators report?",{"text":82,"@type":78},"Common concerns included keeping students motivated, class management, assessing remotely, and including disadvantaged learners. Respondents also raised issues around wellbeing and poor or no internet access.",{"name":84,"@type":75,"acceptedAnswer":85},"Why does connectivity matter for remote English teaching and support?",{"text":86,"@type":78},"Patchy connectivity can create inequality in access and make communication and support harder for teachers and teacher educators. The report also notes that device sharing within families can reduce the time students spend learning online.","https://schema.org",{"og:url":53,"og:type":89,"og:title":13,"og:site_name":60,"og:description":14},"article",{"robots":91,"canonical":53},"index,follow",{"doc_id":7,"site_id":25},{"code":4,"msg":5,"data":94},[95,99,103,107,111,116,121,124,129,132,136],{"id":21,"doc_module":4,"doc_module_name":47,"category_name":96,"show_sort_weight":97,"slug":98},"Story & Novel",90,"story-novel",{"id":48,"doc_module":4,"doc_module_name":47,"category_name":100,"show_sort_weight":101,"slug":102},"Literature",80,"literature",{"id":54,"doc_module":4,"doc_module_name":47,"category_name":104,"show_sort_weight":105,"slug":106},"Exam",70,"exam",{"id":20,"doc_module":4,"doc_module_name":47,"category_name":108,"show_sort_weight":109,"slug":110},"Comic",60,"comic",{"id":112,"doc_module":4,"doc_module_name":47,"category_name":113,"show_sort_weight":114,"slug":115},6,"Technology",50,"technology",{"id":117,"doc_module":4,"doc_module_name":47,"category_name":118,"show_sort_weight":119,"slug":120},7,"Healthcare",40,"healthcare",{"id":11,"doc_module":4,"doc_module_name":47,"category_name":12,"show_sort_weight":122,"slug":123},30,"research-report",{"id":125,"doc_module":4,"doc_module_name":47,"category_name":126,"show_sort_weight":127,"slug":128},9,"Religion & Spirituality",20,"religion-spirituality",{"id":127,"doc_module":4,"doc_module_name":47,"category_name":130,"show_sort_weight":127,"slug":131},"World Cup","world-cup",{"id":133,"doc_module":4,"doc_module_name":47,"category_name":134,"show_sort_weight":133,"slug":135},10,"Lifestyle","lifestyle",{"id":137,"doc_module":4,"doc_module_name":47,"category_name":138,"show_sort_weight":20,"slug":139},19,"General","general"]