Implementation of Emergency Remote Teaching (ERT) among Philippine Teachers in Xi’an, China - Abstract

Oct 15, 2026

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Considering the COVID-19 pandemic’s disruption, institutions worldwide adopted Emergency Remote Teaching (ERT) to reduce learning problems caused by school closures. This study examines Philippine teachers’ instructional strategies for remote English language instruction for primary learners in Xi’an, China. An online survey captures teachers’ experiences and descriptive statistics analyze responses. Results emphasize awareness of strategies aligned with students’ levels, highlighting positive attitudes, student concern, and actionable instructional approaches, even amid abrupt educational change.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages6

Reading Time15 min

AccessFree to download

Introduction

Literature Review

Conceptual Background

Methodology

Participants and Setting

Implementation of emergency remote teaching (ERT) among Philippine teachers in Xi’an, China Karen Joy B. Talidong Abstract: Considering the event of change in the context of education, institutions worldwide implemented Emergency Remote Teaching (ERT) to mitigate the educational learning issues due to the COVID-19 pandemic. This study was designed to explore the instructional strategies of Philippine teachers in implementing the remote English language instruction among primary learners in Xi’an, China. The online survey method was used to get a gist of the Philippine teachers’ experiences in remote teaching. Descriptive statistics were used to analyze the responses of the teachers. The results highlight the instructional strategy as they are aware of the strategies to do considering the level of the students in implementing ERT. The major findings of this study emphasize the positive outlook, concern for students, and instructional strategies of the Philippine teachers in implementing remote teaching, notwithstanding the abrupt changes in the face of education. Implications of this study gyrate around the concept of contextualizing instructional model in remote instruction which calls for the attention of teachers and curriculum designers. Keywords: COVID-19, Emergency remote teaching, Philippine teachers, remote teaching, e-learning Introduction The phase of education has changed due to the risk of COVID-19 pandemic as many schools opted todo online instruction instead of face-to-face classes (Hodges, Moore, Lockee, Trust, & Bond, 2020) . Such a scenario is common to some English training schools in Xi’an, China as teachers conduct online English instruction to primary learners. This is reinforced (Bao , 2020) in the government of China as it required the schools to pursue the teaching and learning process in education through online classes. Nevertheless, given the pressing concern about COVID-19, it is vital to determine the specific term for the kind of instruction performed by the teachers considering the concept that there is an abrupt change in education and that the current model of teaching is interim. As such, Emergency Remote Teaching (ERT) should not be labeled as online teaching considering the difference in educational approaches (Bozkurt & Sharma, 2020) . Also, ERT includes instruction with corresponding instructional design and systematic planning for its effectiveness. However, due to emergency transitions, the process of crafting a carefully designed instruction is deficient in many cases (Hodges, Moore, Lockee, Trust, & Bond, 2020) . Literature Review As traditional teaching abruptly shifts due to pandemic, remote teaching was practiced among schools worldwide (Affouneh, Salha, & Khlaif, 2020) . Hence, the purpose of this study is to explore how Philippine teachers implement remote English language instruction among primary learners in Xi’an, China. In this regard, the results of this study sought answers to specific research questions such as 1) What are the perceptions of the Philippines teachers on ERT? 2) What are the instructional materials used in ERT? and 3) What are the things to consider in the implementation of remote teaching? Given the need to pursue learning amid COVID-19 outbreak, LaBonte (2020) proposed that teachers should have comprehensive training and practices in ERT, to improve students’ motivation to learn as many countries experience ERT. In the context of China, teachers can implement effective online education through efficient instructional strategies (Bao, 2020) . However, to implement a successful and beneficial ERT, teaching practices and instructional planning should be properly employed to avoid waste of time, investments in technology and education (Bozkurt & Sharma, 2020) . Moreover, teachers should consider the needs of their students and employ several strategies to impart knowledge (LaBonte, 2020) as they get through the challenges of learning in this ab

FAQs

What is the purpose of the study about ERT?

The study explores how Philippine teachers implement remote English language instruction for primary learners in Xi’an, China, including their perceptions, materials, and considerations for implementation.

How were the teachers’ experiences collected and analyzed?

The study used an online survey to gather Philippine teachers’ experiences in remote teaching, and descriptive statistics to analyze the responses.

What do the results suggest about Philippine teachers’ instructional strategies?

The findings highlight that teachers are aware of instructional strategies suited to students’ levels, reflecting positive outlooks and concern for learners despite sudden educational changes.

Oct 15, 2026

Upload by Marglet