[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-detail-78538-en":3,"doc-seo-78538-105":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},78538,13056703019404,"Miles","https://ap-avatar.wpscdn.com/davatar_29158cc5080c5b710cf443261637dec0",8,"Research & Report","Final New Ways of Teaching 250521 to Be Published","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.","CONTENTS PAGE  \nAcronyms 4  \nList of Figures 5  \nList of Tables 5  \nExecutive summary 6-9  \n1. Introduction 10-12  \n1.1 Background and context 13-14  \n1.1.1 Internet and Mobile Coverage 15-19  \n1.2 Online Teaching and. ELT – Best Practice in ‘normal’ times 20-21  \n2. The Study: Methodological Approach 22-27  \n3. Stage 1 – Desk research 28-29  \n3.1 Findings from Stage 1 30  \n3.1.1 Ministry of Education (MoE) and/or State  \nReaction 30  \n3.1.2 Technology (made available either by MoE/State or others) 30-31  \n3.1.3 Student support 31  \n3.1.4 Teacher support 31-32  \n3.1.5 Teacher Association/s and Unions 32  \n3.1.6 Inclusivity for Students 32  \n3.1.7 Parental support 32-33  \n3.2 Summary of Findings from Stage 1 34  \n4. Stage 2 – Online survey 35  \n4.1 Findings from Stage 2 35  \n4.2 Raw data from the online survey 36  \n4.2.1. Findings from Close-ended questions 36-40  \n4.2.2. Findings from Open-ended questions 40-41  \n4.2.2.1 Teachers’Use of Educational Apps 41  \n4.2.2.2 Synchronous Teaching 41  \n4.2.2.3 Asynchronous Teaching 41-43  \n4.2.2.4 Teacher – Parent collaboration 43  \n4.2.2.5 Benefits of the Pandemic to Teachers 43-44  \n4.2.2.6 Major challenges face by teachers during the pandemic 45  \n4.2.2.7 Training Received so Far 45-46  \n4.2.2.8 Expressed Training Needs 46-47  \n4.2.2.9 Technological 47  \n[4.2.2.10](4.2.2.10) Materials and Pedagogy 48  \n[4.2.2.11](4.2.2.11) Parental involvement 48  \n4.3 Summary of Findings from Stage 2 49  \n5. Stage 3 – Focus group interviews 50-51  \n5.1 Findings from Stage 3 (focus groups) 51  \n5.1.1 Managing the transition to online teaching 51-53  \n5.1.2 Current teaching practices for virtual and  \nhybrid spaces 54-56  \n5.1.3 Navigating current challenges 56-58  \n5.1.4 Expressed training needs of teachers 59  \n5.2 Summary of Findings from Stage 3 60  \n5.2.1 Educational Stakeholders 60  \n5.2.2 Pedagogic Needs 60-61  \n6. Summary and reflections on key findings 62-65  \n7. Final Reflections and Recommendations 66  \n7.1 Curriculum Revision/Adaptation for Remote Teaching 66-67  \n7.2 Provision and accessibility of technological resources for 68-69 Remote Teaching  \n7.3 Identifying Pedagogical training needs for teachers 70  \n7.4 Identifying pedagogical training needs of teachers with suggested components 71  \n7.4.1 Course components:Technical know-how: the availability and different modes of use  \nfor different packages 71-74  \n7.4.2 Course component: Training on adapting classroom pedagogy to maximise the capabilities of the  \n[tech] used 74-75  \n7.4.3 Course component: Training in how to  \nmaximise ‘home-preparation ‘and ‘homework’ 75  \nactivities  \n7.4.4. Course component: Learner and carer training 75-76  \n7.5 A detailed list of course elements 77  \n7.5.1 Synchronous training needs – possible components for a training course 77  \n7.5.2 Asynchronous training needs – possible components for a training course 77-78  \n8. References 79-81  \n9. Appendices  \nAppendix 1 – New Ways of Teaching Research project plan 82  \nAppendix 2 – A breakdown of the Roles and responsibilities  \nof the ELT Consultants team members 83-84  \nAppendix 3 – Stage 1_Desk Research, Brasil 85-92  \nAppendix 4-Stage 1_ Desk Research, Colombia  \nAppendix 5 – Stage 1_ Desk Research, Mexico  \nAppendix 6 – Stage 1_Desk Research, Peru  \nAppendix 7 – Stage 1_Analysis of Desk Research Appendix 8 – Stage 2_Teachers Survey  \nAppendix 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  \nInterviews  \n93-105 106-109  \n110-114  \n115-119 120-124  \n125-132  \n133-137  \n138-141 142  \nAcknowledgements  \nProject 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  \nIn-country researchers: Vanessa Tenorio, MA in Education (Brasil ), Anatevka Guedes (Brasil); Lee Mackenzie, MA in TESOL (Colom","cbCaii6QfXzIqUnC","https://ap.wps.com/l/cbCaii6QfXzIqUnC","pdf",2013367,6,1,143,"English","en",105,"# Executive summary\n# Introduction\n## Background and context\n# The Study: Methodological Approach\n## Stage 1 – Desk research\n## Stage 2 – Online survey\n## Stage 3 – Focus group interviews\n# Summary and reflections on key findings\n# Final Reflections and Recommendations\n## Curriculum Revision/Adaptation for Remote Teaching\n## Identifying Pedagogical training needs for teachers\n# References\n# Appendices","[{\"question\":\"What research stages are used to study new ways of teaching?\",\"answer\":\"The study uses three stages: desk research, an online survey, and focus group interviews. 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The report further specifies course components for both synchronous and asynchronous training.\"}]","Final New Ways of Teaching 250521 to Be Published | PDF",1784100984,360,{"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},"final-new-ways-of-teaching-250521-to-be-published","",{"@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/final-new-ways-of-teaching-250521-to-be-published/78538/",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 research stages are used to study new ways of teaching?","Question",{"text":77,"@type":78},"The study uses three stages: desk research, an online survey, and focus group interviews. 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