Final New Ways of Teaching 250521 to Be Published

Jul 15, 2026

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The report examines how English Language Teaching (ELT) adapted to remote and hybrid learning conditions, using a multi-stage research approach. It presents desk research findings on education ministry responses, technology access, and support systems for students, teachers, and parents. It then analyzes an online teacher survey and focus group interviews on teaching practices, challenges, and training needs. Final sections synthesize key insights and deliver recommendations for curriculum adaptation and targeted remote-teaching professional development, including synchronous and asynchronous course elements.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages143

Reading Time6 h 0 min

AccessFree to download

Executive summary

Introduction

Background and context

The Study: Methodological Approach

Stage 1 – Desk research

Stage 2 – Online survey

Stage 3 – Focus group interviews

Summary and reflections on key findings

Final Reflections and Recommendations

Curriculum Revision/Adaptation for Remote Teaching

Identifying Pedagogical training needs for teachers

References

Appendices

CONTENTS PAGE Acronyms 4 List of Figures 5 List of Tables 5 Executive summary 6-9 1. Introduction 10-12 1.1 Background and context 13-14 1.1.1 Internet and Mobile Coverage 15-19 1.2 Online Teaching and. ELT – Best Practice in ‘normal’ times 20-21 2. The Study: Methodological Approach 22-27 3. Stage 1 – Desk research 28-29 3.1 Findings from Stage 1 30 3.1.1 Ministry of Education (MoE) and/or State Reaction 30 3.1.2 Technology (made available either by MoE/State or others) 30-31 3.1.3 Student support 31 3.1.4 Teacher support 31-32 3.1.5 Teacher Association/s and Unions 32 3.1.6 Inclusivity for Students 32 3.1.7 Parental support 32-33 3.2 Summary of Findings from Stage 1 34 4. Stage 2 – Online survey 35 4.1 Findings from Stage 2 35 4.2 Raw data from the online survey 36 4.2.1. Findings from Close-ended questions 36-40 4.2.2. Findings from Open-ended questions 40-41 4.2.2.1 Teachers’Use of Educational Apps 41 4.2.2.2 Synchronous Teaching 41 4.2.2.3 Asynchronous Teaching 41-43 4.2.2.4 Teacher – Parent collaboration 43 4.2.2.5 Benefits of the Pandemic to Teachers 43-44 4.2.2.6 Major challenges face by teachers during the pandemic 45 4.2.2.7 Training Received so Far 45-46 4.2.2.8 Expressed Training Needs 46-47 4.2.2.9 Technological 47 [4.2.2.10](4.2.2.10) Materials and Pedagogy 48 [4.2.2.11](4.2.2.11) Parental involvement 48 4.3 Summary of Findings from Stage 2 49 5. Stage 3 – Focus group interviews 50-51 5.1 Findings from Stage 3 (focus groups) 51 5.1.1 Managing the transition to online teaching 51-53 5.1.2 Current teaching practices for virtual and hybrid spaces 54-56 5.1.3 Navigating current challenges 56-58 5.1.4 Expressed training needs of teachers 59 5.2 Summary of Findings from Stage 3 60 5.2.1 Educational Stakeholders 60 5.2.2 Pedagogic Needs 60-61 6. Summary and reflections on key findings 62-65 7. Final Reflections and Recommendations 66 7.1 Curriculum Revision/Adaptation for Remote Teaching 66-67 7.2 Provision and accessibility of technological resources for 68-69 Remote Teaching 7.3 Identifying Pedagogical training needs for teachers 70 7.4 Identifying pedagogical training needs of teachers with suggested components 71 7.4.1 Course components:Technical know-how: the availability and different modes of use for different packages 71-74 7.4.2 Course component: Training on adapting classroom pedagogy to maximise the capabilities of the [tech] used 74-75 7.4.3 Course component: Training in how to maximise ‘home-preparation ‘and ‘homework’ 75 activities 7.4.4. Course component: Learner and carer training 75-76 7.5 A detailed list of course elements 77 7.5.1 Synchronous training needs – possible components for a training course 77 7.5.2 Asynchronous training needs – possible components for a training course 77-78 8. References 79-81 9. Appendices Appendix 1 – New Ways of Teaching Research project plan 82 Appendix 2 – A breakdown of the Roles and responsibilities of the ELT Consultants team members 83-84 Appendix 3 – Stage 1_Desk Research, Brasil 85-92 Appendix 4-Stage 1_ Desk Research, Colombia Appendix 5 – Stage 1_ Desk Research, Mexico Appendix 6 – Stage 1_Desk Research, Peru Appendix 7 – Stage 1_Analysis of Desk Research Appendix 8 – Stage 2_Teachers Survey Appendix 9 – Stage 2_Analysis of Teacher’s Survey Appendix 10_Stage 2_Analysis of open-ended questions Appendix 11_Stage 3_Interview protocol for focus groups Appendix 12_Stage 3_Links to Raw data from Focus group Interviews 93-105 106-109 110-114 115-119 120-124 125-132 133-137 138-141 142 Acknowledgements Project lead: Wendy Arnold, Director of Wendy Arnold & Co. Ltd trading as ELT Consultants Research Analysts: Wendy Arnold MA in TEYL, Harry Kuchah Kuchah PhD, Shelagh Rixon PhD In-country researchers: Vanessa Tenorio, MA in Education (Brasil ), Anatevka Guedes (Brasil); Lee Mackenzie, MA in TESOL (Colom

FAQs

What research stages are used to study new ways of teaching?

The study uses three stages: desk research, an online survey, and focus group interviews. Each stage produces findings summarized in later sections of the report.

Which main topics are covered in the Stage 1 desk research findings?

Stage 1 focuses on education ministry or state reactions, technology provided, and support for students, teachers, and parents. It also considers teacher associations/unions and inclusivity for students.

What types of recommendations are provided for remote teaching after analyzing the survey and focus groups?

The recommendations address curriculum revision/adaptation for remote teaching, access to technological resources, and identification of teachers’ pedagogical training needs. The report further specifies course components for both synchronous and asynchronous training.

Jul 15, 2026

Upload by Miles