Edukacja zdalna z perspektywy studentów oraz wykładowców – próba oceny realizacji wyzwań w nauczaniu języków obcych w dobie pandemii
Online language learning and teaching challenges during the pandemic and how they impact learning processes and outcomes

Author(s): Dorota Zawadzka
Subject(s): Education, Foreign languages learning, Language acquisition, Higher Education , Distance learning / e-learning
Published by: Wydawnictwo Uniwersytetu Śląskiego
Keywords: foreign language studies; on-line teaching; classroom teaching; challenges; generation Z
Summary/Abstract: In March 2020, lecturers turned into e-lecturers and students became e-students overnight. This situation posed multiple challenges at every stage of the didactic process. This article has an aim of assessing the extent to which learners of foreign languages at the University of Economics (UEK) in Krakow (Poland) succeeded at meeting their course objectives, after moving teaching entirely on-line. A questionnaire was provided to lecturers and second-year undergraduate students who taught and studied foreign languages at UEK in the traditional classroom setting, prior to the introduction of on-line learning. The questionnaire collected data on teaching effectiveness, student involvement, creativity, motivation, evaluation of students’ work, participation in class, class preparation time (lecturers) / preparation time for class (students) and class attractiveness. The analysis of the respondents’ answers allowed us to conclude that although the lecturers’ adoption of virtual teaching environment was successful, on-line study did not constitute an optimal way of carrying out foreign language courses at the university. However, since March 2020, lecturers have invested a lot of resources into improving and implementing digital tools, and these tools are likely to enrich traditional methods once classroom-based teaching restarts.

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