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Data were collected in 2020 from 16 beginning German instructors through an electronic questionnaire, focusing on five World-Readiness Standards for Learning Languages goal areas and online instructional practices. Results show overall perceptions of emergency live online teaching as more detrimental than beneficial, while also highlighting selective advantages. Findings emphasize resilience and support for online language pedagogy in professional development.",{"@graph":69,"@context":126},[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/language-teachers-perceived-advantages-and-disadvantages-of-emergency-remote-teaching/601311/",{"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/language-teachers-perceived-advantages-and-disadvantages-of-emergency-remote-teaching/601311.png","ImageObject",300,407,{"name":92,"@type":93},"hdkawk","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-31","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118,122],{"name":109,"@type":110,"acceptedAnswer":111},"What does the study examine about emergency remote teaching?","Question",{"text":112,"@type":113},"It examines university-level German instructors’ perceived advantages and disadvantages of synchronous emergency remote teaching during COVID-19.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How was the study data collected and from whom?",{"text":117,"@type":113},"In 2020, 16 beginning German instructors provided quantitative and qualitative data through an electronic questionnaire.",{"name":119,"@type":110,"acceptedAnswer":120},"What is the overall finding about whether emergency remote teaching helps language learning?",{"text":121,"@type":113},"Instructors in the sample generally perceived emergency live online instruction as more detrimental than advantageous for students’ language learning across the quarantine and subsequent semesters.",{"name":123,"@type":110,"acceptedAnswer":124},"Why does the study differentiate emergency remote teaching from other online instruction?",{"text":125,"@type":113},"It treats emergency transfer to live online teaching as different from voluntarily taking an already prepared online course, affecting the learning and instruction experience.","https://schema.org",{"og:url":83,"og:type":128,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":130,"canonical":83},"index,follow",{"doc_id":132,"site_id":62},601311,1792121202,{"code":4,"msg":5,"data":135},{"doc_id":132,"user_id":136,"nickname":92,"user_avatar":137,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":138,"file_id":139,"file_url":140,"file_type":141,"file_size":142,"view_count":24,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":143,"language":144,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":145,"faqs":146,"seo_title":147,"seo_description":67,"update_tm":148,"read_time":149},3985747859855,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","4  \nLanguage Teachers’ Perceived Advantages and Disadvantages of Emergency Remote Teaching  \nJarom Hickenlooper  \nBrigham Young University  \nTeresa R. Bell  \nBrigham Young University  \nAbstract  \nThis study investigates university-level German instructors’ perceived advantages and disadvantages of synchronous emergency remote teaching during the worldwide COVID-19 pandemic at five universities across the United States. Quantitative and qualitative data were gathered by means of an electronic questionnaire from 16 instructors of beginning German regarding their experiences with live remote instruction in 2020. Survey questions centered on the five goal areas of the World-Readiness Standards for Learning Languages and online instructional practices. Findings indicate that the language instructors from the sample perceived emergency remote instruction—switching to teaching live online—to be overall more detrimental than advantageous to their students’ language learning over the course of the quarantine and subsequent two pandemic semesters. However, the emergency switch to online instruction also afforded these instructors the opportunity to recognize some advantages to online instruction. The emergency nature of the switch to remote teaching revealed principles of resilience and the need for online language pedagogy in professional development. This study has implications for language teachers, administrators, language program directors, and state and district supervisors.  \nKeywords: emergency remote teaching, language instruction, virtual language instruction, COVID-19 pandemic, World-Readiness Standards for Learning Languages, higher education, German, teacher resiliency  \nBackground  \nDue to the immediate emergency move from in person to online teaching and learning at the onset of COVID-19 in the United States in March 2020, language teaching and learning have been significantly impacted during the COVID-19 pandemic (Egbert, 2020; Gacs et al., 2020; Lomicka, 2020; MacIntyre et al., 2020; Ross & DiSalvo, 2020; Russell, 2020; Troyan et al., 2021) . As the pandemic and quarantine necessitated, language instruction has been delivered remotely for at least a portion of the initial academic year at most schools, including the five higher education institutions included in this study. More than 4,200 post-secondary institutions un-  \nLanguage Teachers’ Perceived Advantages and Disadvantages of Emergency Remote Teaching 81  \nderwent major changes in teaching and learning (The Entangled Group, 2020), and many university-level language programs have taught exclusively remotely through live teleconference meetings (Guillén et al., 2020; Krohnke & Moorhouse, 2020) . Before the pandemic, 31.6% of U.S. undergraduate students were enrolled in at least one remote delivery class, about half of which were taking exclusively remote courses (Seaman et al., 2018). However, those distance education enrollments were primarily concentrated at a relatively small number of institutions. In the spring semester of 2020, more than 1,300 colleges and universities cancelled in-person classes or shifted to online-instruction only (Smalley, 2021). Most higher education institutions (89%) employed emergency remote teaching (Johnson et al., 2021) . Prior to 2020, many faculty members in higher education had a negative opinion about online teaching (Johnson et al., 2021) . Yet, online instruction in the last couple decades has proven effective, with students taking online courses performing better on average than students taking those courses through face-to-face (FTF) instruction (Angiello, 2010) . Before the pandemic, most online language instructors were at post-secondary institutions, with 63% of online language learning establishments at four-year public institutions (Murphy-Judy & Johnshoy, 2017) . Most online language enrollments were in Spanish, followed by French, German, and Chinese.  \nPrior to the worldwide pandemic, ample research has explored onl","cbCaipDIxdQ3IREj","https://ap.wps.com/l/cbCaipDIxdQ3IREj","pdf",383678,28,"English","# Abstract\n# Background\n## COVID-19 impact on remote language teaching\n## Prior research on online language instruction\n## Distinguishing emergency remote teaching from prepared online courses","[{\"question\":\"What does the study examine about emergency remote teaching?\",\"answer\":\"It examines university-level German instructors’ perceived advantages and disadvantages of synchronous emergency remote teaching during COVID-19.\"},{\"question\":\"How was the study data collected and from whom?\",\"answer\":\"In 2020, 16 beginning German instructors provided quantitative and qualitative data through an electronic questionnaire.\"},{\"question\":\"What is the overall finding about whether emergency remote teaching helps language learning?\",\"answer\":\"Instructors in the sample generally perceived emergency live online instruction as more detrimental than advantageous for students’ language learning across the quarantine and subsequent semesters.\"},{\"question\":\"Why does the study differentiate emergency remote teaching from other online instruction?\",\"answer\":\"It treats emergency transfer to live online teaching as different from voluntarily taking an already prepared online course, affecting the learning and instruction experience.\"}]","Language Teachers’ Perceived Advantages and Disadvantages of Emergency Remote Teaching | PDF",1792092380,71]