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Huertas-Abril 1*  \n 0000-0002-9057-5224  \nFrancisco Javier Palacios-Hidalgo 1  \n 0000-0002-4326-209X  \n1 Faculty of Education and Psychology, University of Córdoba, Córdoba, SPAIN  \n* Corresponding author: [cristina.huertas@uco.es](cristina.huertas@uco.es)  \nCitation: Huertas-Abril, C. A., & Palacios-Hidalgo, F. J. (2022) . Spanish Pre-Service EFL Teachers’ Perceptions of Emergency Remote Language Teaching. Contemporary Educational Technology, 14(4), ep390. [https://doi.org/10.30935/cedtech/12525](https://doi.org/10.30935/cedtech/12525)  \nARTICLE INFO ABSTRACT  \n\n| Received: 30 Jun 2022\u003Cbr>Accepted: 18 Sep 2022 | This study examines the perceptions of pre-service English as a foreign language (EFL) teachers of their skills to face emergency remote language teaching (ERLT) situations, and to determine whether these vary according to gender, age, university, or course. A cross-sectional survey model was used with 332 pre-service EFL teachers studying in two Spanish universities, an onsite institution, and a distance university. After analyzing the results, it can be said that participants’ERLT skills are moderate, and they vary significantly according to age, course, and type of university, but no statistically significant differences are found regarding gender. The results can guide teacher trainers and researchers, as they reveal the needs of pre-service EFL teachers to teach effectively in ERLT situations.\u003Cbr>Keywords: distance university, English language teaching, teacher education, teacher perceptions |\n| --- | --- |\n| INTRODUCTION |  |\n\nToday’s global educational panorama is undoubtedly characterized by alarming disruptions in this unprecedented health emergency. As a result of the COVID-19 outbreak, around 1.6 billion students in more than 190 countries were forced to drop out of school during the highest peak of the pandemic, whereas 100 million teaching staff were affected by the sudden closure of educational centers (UNESCO, 2021) . With these figures in mind, the need to adapt education to such a concerning situation is undeniable (UNESCO & IESALC, 2020): in an attempt to secure education at all levels, governments, international organizations, and teachers themselves have directed efforts to deliver distance teaching by using a mix of technology-based resources (Miao et al., 2020) .  \nAmong the different school subjects, languages, whose learning entails not only the acquisition and development of writing and reading skills, but also listening and speaking ones (Council of Europe, 2018), might have been severely affected. Considering that the teaching of languages, particularly English as a foreign language (EFL), is underpinned by an emphasis on helping students develop their communicative competence (Thornbury, 2016), the paradigm shift from traditional onsite instruction to online education may have been challenging for language teachers due to the loss of possibilities to practice orality (Cheung, 2021) . At this juncture, new terms, such as emergency remote teaching (ERT) (Hodges et al., 2020) and emergency remote language teaching (ERLT) (Huertas-Abril, 2020; Palacios-Hidalgo & Huertas-Abril, 2021), have been coined to make a distinction between online education and what is actually happening in language teaching during school closures resulting from the pandemic.  \nTeachers from all educational stages seem to be doing their best to ensure that students’ learning process does not come to a standstill. In this light, research has examined educational stakeholders’ viewpoints and  \nexamples of technology implementation in all educational stages (Alshammari et al., 2021; Isnani, 2021) . In relation to the teaching process of teachers of EFL, although some initiatives have been developed to sustain their","cbCain38MNPUYbvm","https://ap.wps.com/l/cbCain38MNPUYbvm","pdf",314666,13,"English","# Abstract\n## Introduction\n## Conceptual and Theoretical Framework\n## English as a Lingua Franca and as a Foreign Language","[{\"question\":\"What does the study examine about pre-service EFL teachers?\",\"answer\":\"It examines pre-service EFL teachers’ perceptions of their ERLT-related teaching skills and whether these perceptions vary by factors such as gender, age, university, or course.\"},{\"question\":\"How was the data collected for the research?\",\"answer\":\"The research used a cross-sectional survey model with 332 pre-service EFL teachers studying in two Spanish universities, including onsite and distance institutions.\"},{\"question\":\"What were the main findings regarding differences across groups?\",\"answer\":\"Participants reported moderate ERLT skills. Perceptions varied significantly by age, course, and type of university, while no statistically significant differences were found regarding gender.\"}]","Spanish Pre-Service EFL Teachers’ Perceptions of Emergency Remote Language Teaching | PDF",1792090180,33]