The outbreak of the COVID-19 pandemic has represented a substantial challenge to educators worldwide with almost no predefined plans to deal with the negative outcomes of such crises and emergencies The closure of schools and universities has forced public and private educational institutions to look for alternative methods for students to continue learning and understanding the remaining syllabi Since attending on-campus classes has become impossible, and congregating in public places has become limited, self-access and virtual learning have become popular teaching modes implemented through self-access platforms This paper sheds light on the negative consequences of COVID-19 on L2 learning and the different pathways self-access and virtual learning provide to students who have been deprived of face-to-face instruction It also outlines the opportunities and challenges of these digital learning forms and online platforms that enhance self-access learning Moreover, this paper provides an analysis of the practical mediums that foster learner autonomy in L2 settings and the responsibilities of students, teachers, and educational authorities in facilitating self-access learning This paper eventually proposes that disrupted classes do not necessarily mean disrupted learning when self-access learning is facilitated, appropriate training is given, and students' motivation and autonomy are enhanced

中文翻译：

---

COVID-19大流行期间培养学习者自主性和自主学习的挑战和机遇

COVID-19大流行的爆发对全球的教育工作者构成了严峻挑战，几乎没有预先制定的计划来应对此类危机和紧急情况的负面结果。学校和大学的关闭迫使公立和私立教育机构寻求替代方法让学生继续学习和理解剩余的教学大纲由于无法参加校园课程，并且在公共场所的聚会变得有限，自助访问和虚拟学习已成为通过自助访问平台实施的流行教学模式。本文阐明了COVID-19对L2学习的负面影响以及自助访问和虚拟学习为被剥夺学习机会的学生提供的不同途径面对面的教学还概述了这些数字学习形式和在线平台的机会和挑战，这些学习形式和在线平台可增强自助式学习的能力。此外，本文还分析了在第二语言环境中促进学习者自主性的实用媒介以及学生的责任，教师和教育机构促进自我学习的发展本文最终提出，在促进自我学习，给予适当培训的情况下，班级中断不一定意味着学习受到干扰。增强学生的动力和自主权