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Findings also report reduced instructor effort, fewer peer-connection opportunities, and insufficient learning resources. The study recommends digital literacy plus social and emotional skills to strengthen online classroom communities.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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COVID-19 pandemic abruptly shifted the delivery of teaching and learning, particularly for adult English learners (ELs) and international students enrolled in US institutions. This study investigates EL perspectives of their English instructors during the COVID-19 pandemic and the shift to remote learning in the spring of 2020 through a quantitative approach. Participants (N = 158) completed a perception questionnaire, and the results were analyzed through IBM SPSS Statistics 27.0.1. Results identify lower attendance and engagement tied to perceptions of limited instructor knowledge in online environments. In addition, they show perceptions of lower instructor effort, limited opportunities to connect with peers, and limited resources for students. These findings suggest the need for instructors with digital literacy skills and social and emotional skills in order to connect and strengthen class communities.  \nKeywords: English learners, COVID-19 pandemic, international students, remote instruction, social and emotional learning (SEL)  \nIntroduction  \nEducational institutions across the US were underprepared for emergency remote learning at the brink  \nof the COVID-19 pandemic. As a result, literature centering on COVID-19 and online learning has widely focused on understanding students’ online experience during this period. Much of the literature that addresses the issue focuses on instructional and emotional challenges imposed on instructors andinstitutions, primarily in Asia (Adnan & Anwar, 2020; Assalahi, 2020; Bailey & Lee, 2020; Dhawan, 2020) . The student experience within these contexts is less known, particularly for English language learners (ELLs) enrolled in US post-secondary institutions (colleges and universities) . While attention to the socioemotional aspects of teaching and learning always matters, the pandemic and the shift to online learning identified a greater need for social-emotional learning (SEL) . This is necessary to counteract the trauma during the pandemic. It also prevents students from experiencing detrimental effects on their learning and success (Merrill, 2002; O’Loughlin & Custodio, 2020) . International students and English learners, in particular, face the dual trauma of the migration process—which preexisted the pandemic—and the pandemic (O’Loughlin & Custodio, 2020) .  \nAlthough studies have focused on the challenges TESOL professionals faced in implementing a range of pedagogical approaches to support students during the pandemic, few studies have highlighted the experience of ELL post-secondary students during the pandemic. There is a need for research on student perceptions of the various online modalities and adaptations.  \nThis study uses a quantitative approach to investigate ELL post-secondary students’ perspectives of instructors’ praxis during the COVID-19 pandemic and the shift to remote instruction in the spring of 2020.  \nUtilizing the SEL framework as a lens (SAMHSA, 2014), this study will analyze data on students’attitudes toward remote instruction during the pandemic. This quantitative study shows that the majority of the students were not satisfied with the techniques professors used during the pandemic. The study will also present practical instructional strategies and tips to allow educators to reflect upon their pedagogical approaches. Consequently, instructors will be able to build stronger relationships with students during remote instruction (SAMHSA, 2014) . The research question in this study is,“In what ways do ELLs understand their teacher’s online pedagogical practices?”  \nTheoretical Framework  \nThe theoretical framework applied in this study is adapted from a trauma-informed approach initially developed by Substance Abuse and Mental Health Services Administration (SAMHSA) to be applied across organizational fields (2014) . The purpose of utilizing SEL in education is to fo","cbCaidvnyIoNV3en","https://ap.wps.com/l/cbCaidvnyIoNV3en","pdf",359965,14,"English","# Introduction\n## Study purpose and research question\n# Theoretical Framework\n## Online Trauma-Informed SEL principles\n## Safety, trust, peer support, and empowerment\n# Method and Results\n## Participant perceptions and engagement outcomes","[{\"question\":\"What was the main focus of the study during the COVID-19 remote learning shift?\",\"answer\":\"The study investigated international English learners’ perspectives of their instructors’ online praxis during the COVID-19 pandemic and the shift to remote instruction in spring 2020.\"},{\"question\":\"How were participants’ perceptions measured and analyzed?\",\"answer\":\"Participants (N=158) completed a perception questionnaire, and results were analyzed using IBM SPSS Statistics 27.0.1.\"},{\"question\":\"What key outcomes were associated with students’ perceptions of online instruction?\",\"answer\":\"Lower attendance and engagement were linked to perceptions of limited instructor knowledge online, alongside perceptions of lower instructor effort, limited peer connection opportunities, and limited resources for students.\"}]","Pandemic Perspectives: International English Learners’ Issues with Online Instruction | PDF",1792086883,35]