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| Main Author: | |
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| Format: | Recurso digital |
| Language: | English |
| Published: |
Zenodo
2026
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| Online Access: | https://doi.org/10.5281/zenodo.19638704 |
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Table of Contents:
- <p>The COVID-19 pandemic profoundly disrupted education worldwide, forcing a rapid shift from<br>traditional classroom instruction to online and remote learning. English language teaching<br>(ELT), which often relies on interaction, immersion, and communicative practice, faced unique<br>challenges. This literature review synthesizes findings from 15 influential studies published<br>between 2020 and 2022, highlighting how educators, institutions, and learners adapted to the<br>new realities of teaching English during the pandemic. The review is organized thematically to<br>explore pedagogical shifts, technological integration, learner engagement, equity concerns, and<br>evolving teacher identities. This document is added for archiving purposes. For more information visit <a href="https://www.aiu.edu.sy">www.aiu.edu.sy</a> </p>