Unraveling college students’ conceptualisation of emergency remote teaching: A metaphor analysis

Year 2022, Volume: 5 Issue: 3, 481 - 499, 30.09.2022

Hasan Sağlamel , Şakire Erbay Çetinkaya

https://doi.org/10.31681/jetol.1034422

Cited By: 5

Abstract

The current COVID-19 situation has affected almost all walks of life, including language education. As a result, remote teaching practices have become the mainstream offering in many settings. However, how students respond to this transition needs to be grasped to develop a deeper understanding of the educational practices at this period. Metaphor analysis was used as a methodology to unpack how language learners conceptualize learning and instruction during the emergency remote teaching (ERT) in a COVID-19 context. To this end, an open-ended questionnaire in which the participants provided their background and a semi-structured form through which their metaphorical images were captured were used. Elicited metaphor analysis was used to analyze the data gathered from 208 English majoring students studying at a state university in north-eastern Turkey. The results suggest that a great many students have unfavorable dispositions towards ERT, even though some reported that they cherish these opportunities as they help them keep track of their own learning. Several suggestions are made in the light of the findings.

Keywords

Emergency remote teaching, Students’ perception, Metaphor analysis, English language teaching, COVID-19

Thanks

We are pleased to submit our research paper titled “Unraveling College Students’ Conceptualisation of Emergency Remote Teaching: A Metaphor Analysis” by me and my co-author Şakire Erbay Çetinkaya for consideration in the Journal of Educational Technology & Online Learning as it might be interesting for educators and researchers in higher education in particular and readers in general. There have been many studies conducted on ERT, but in this study we wanted to examine how students ERT in a Turkish EFL context using metaphor analysis. We believe that this manuscript is appropriate for publication by the journal because it offers some insights into our understanding of students’ reactions to the “new modality” of instruction. This manuscript has not been published and is not under consideration for publication elsewhere. We have no conflicts of interest to disclose. We sincerely hope you find the manuscript suitable for publication and look forward to hearing from you. Thank you for your consideration. Sincerely, Hasan & Şakire

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