English language teachers' experiences of transitioning to emergency remote teaching in Malta

Abstract

The COVID-19 pandemic necessitated a rapid transition to emergency remote teaching (ERT) in schools around the world. This small-scale study examines English language teachers' experiences of ERT in Malta and the way they navigated the challenges posed by this unexpected situation. By means of the findings that emerged through the use of a questionnaire, written narratives and interviews, the study highlights the lived experiences and diverse perspectives of teachers during the ERT period. The findings indicate that even though they encountered substantial hurdles in adapting to remote teaching, this experience was also an opportunity for them to develop their technological competencies and knowledge of varied teaching approaches. The study underscores the need for extensive professional development in the use of digital tools and effective remote teaching pedagogy. Furthermore, it emphasizes the importance for schools to be prepared for the possibility of unforeseen future disruptions demanding rapid adaptation.