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Responses from 574 language educators in U.S. colleges and universities show significant differences by institution type and gender: two-year college instructors and women favor virtual technology more than four-year counterparts and men overall. Overall, most surveyed L2 educators embrace increased virtual technology in L2 education.",{"@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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does the study investigate about L2 educators during COVID-19?","Question",{"text":63,"@type":64},"The study explores how higher-education L2 educators transitioned from face-to-face teaching to online, technology-based instruction during the pandemic and what their perspectives are on using virtual technology after the pandemic.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"How many educators participated in the survey and what was the context?",{"text":68,"@type":64},"A total of 574 language educators at U.S. colleges and universities submitted responses to the survey, reflecting rapid instructional changes during COVID-19.",{"name":70,"@type":61,"acceptedAnswer":71},"What findings describe differing attitudes toward virtual technology?",{"text":72,"@type":64},"Results indicate that two-year college instructors and women significantly favor virtual technology in L2 education more than four-year college and university instructors and men overall, while most educators generally 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Waldvogel  \nSamford University  \nTiffany Robayna  \nSamford University  \nAbstract  \nThis survey study explores how second language (L2) educators at institutions of higher education quickly transitioned from face-to-face (F2F) teaching to an online, technology-based environment during the COVID-19 pandemic, and what their perspectives are on the use of virtual technology after the pandemic. A total of 574 language educators at colleges and universities in the U.S. submitted responses to the survey. Results show that two-year college instructors and women favor the use of virtual technology in L2 education significantly more than instructors at four-year colleges and universities and men overall. In general, the majority of L2 educators surveyed embrace the increase of virtual technology in L2 education.  \nKeywords: online teaching, virtual technology in L2 education, language education online, L2 education during COVID.  \nBackground  \nFew events in recent history have had such a dramatic impact on second language (L2) teaching methodologies as the global COVID-19 pandemic had in 2020 and 2021. Instructors in higher education institutions had to find alternative methods to continue teaching during this period, and most of them found themselves having to abruptly transition their face-to-face (F2F) courses to emergency remote teaching (ERT) with little notice, support or training. There are many new questions and concerns about the use of technologies for teaching languages remotely, along with new opportunities to take advantage of the lessons learned following the unprecedented COVID-19 global pandemic. One question is whether post-secondary L2 educators have a greater appreciation for online technologies for teaching and learning, or if, as a result of the abrupt transition to ERT, L2 educators have developed a negative attitude towards the increased reliance on technology. Another important question is whether or not colleges and universities will continue to provide students with opportunities for distance L2 learning following the pandemic or will  \n58 Dimension 2022  \nthey mostly revert back to pre-pandemic approaches to language instruction. In oneof the largest survey studies of its kind since the onset of the COVID-19 pandemic, a major L2 textbook publisher with an online platform and more than 27,000 language educators, the American Association of Teachers of Spanish and Portuguese (AATSP), and L2 faculty at a mid-sized private university in the Southeast recently collaborated on this study to investigate the aforementioned questions.  \nLiterature Review  \nThe use of technology and blended learning have been gaining popularity as an effective way of teaching and learning (Holcomb et al., 2004; Kane & Rouse, 1999; Seaman et al., 2018; Zhang, 2020). Due to the COVID-19 pandemic, however, schools and universities around the world were forced to rapidly redesign traditional F2F courses to be delivered completely online with very little time to do so (Cutriet al., 2020; Jin et al., 2021; MacIntyre et al., 2020) . As the transition was so sudden, many educators had not received training in online language pedagogy.  \nThere were many issues with the transition that caused undue stress on educators. In early 2020, the pandemic forced a large percentage of the U.S. workforce to rapidly transition from office work to working from home. Not everyone, however, had the same access to high-speed internet necessary for downloading materials, videoconferencing, installing apps, working with shared documents and streaming videos (Cutri et al., 2020; Miller, 2021) . For many educators, learning to use the technology was a challenge. Many universities, for example, started using video conferencing tools such as Microsoft Teams, Zoom, Google Classroom, Webex, etc. to continue teaching their courses live. With these pl","cbCaia8zQfxGCYgE","https://ap.wps.com/l/cbCaia8zQfxGCYgE","pdf",222958,23,"English","# Abstract\n# Background\n# Literature Review","[{\"question\":\"What does the study investigate about L2 educators during COVID-19?\",\"answer\":\"The study explores how higher-education L2 educators transitioned from face-to-face teaching to online, technology-based instruction during the pandemic and what their perspectives are on using virtual technology after the pandemic.\"},{\"question\":\"How many educators participated in the survey and what was the context?\",\"answer\":\"A total of 574 language educators at U.S. colleges and universities submitted responses to the survey, reflecting rapid instructional changes during COVID-19.\"},{\"question\":\"What findings describe differing attitudes toward virtual technology?\",\"answer\":\"Results indicate that two-year college instructors and women significantly favor virtual technology in L2 education more than four-year college and university instructors and men overall, while most educators generally embrace increased virtual technology.\"}]","Teaching Languages Virtually During a Global Pandemic - Perspectives from Post-Secondary Language Educators | PDF",1792092380,58]