Education has been offered in the form of Emergency Remote Teaching (ERT) worldwide since March 2020 due to the spread of Covid-19. This compulsory transition has often been marked by disregard of the technological infrastructure of educational institutions, digital literacy skills of teachers and students, and their access to technology. A growing body of research discusses challenges faced in ERT; however, further studies are needed to arrive at validated conclusions to inform formal language teaching and learning. Against this backdrop, this qualitative study aimed at adding context-dependent knowledge to the literature by reporting on the case of university students majoring in language teaching. For this reason, the perceptions of a group of 67 pre-service English language teachers on ERT practices at a Turkish state university were explored. Data were collected through an interview form developed by the researchers and a focus group interview. The data were analysed inductively using content analysis. Half of the participants reported that specific skills were conducive to doing tasks in an ERT environment. They not only reported a variety of challenges related to the perceived ineffectiveness of learning, technical insufficiency, and inappropriateness of the learning environment, but also acknowledged contributions to their personal and academic development. That is, they found ERT flexible, time-saving, and favourable for learners who felt more confident in virtual classrooms, and some considered ERT as an opportunity for self-actualisation. Nonetheless, the majority favoured face-to-face education over ERT appreciating the enhanced effectiveness of in-class education. In sum, the study emphasises the need to support learners and teachers by providing instructions and strategies on how to organise learning and teaching. Moreover, schools, policy makers, and governmental authorities may need to provide ERT-tailored programmes and an infrastructure in terms of technical equipment to meet the requirements of education delivered in ERT and to realise effective language learning in virtual environments. Broadening the knowledge base concerning ERT in language teacher education, this study advises to address drawbacks of ERT and to take advantage of its opportunities.

中文翻译：

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应对紧急远程教学：土耳其职前英语教师的案例

由于 Covid-19 的传播，自 2020 年 3 月以来，全球范围内都以紧急远程教学 (ERT) 的形式提供教育。这种强制性转变的特点往往是无视教育机构的技术基础设施、教师和学生的数字素养技能以及他们对技术的获取。越来越多的研究讨论了 ERT 面临的挑战；然而，需要进一步的研究来得出经过验证的结论，为正式的语言教学和学习提供信息。在此背景下，本次定性研究旨在通过报告主修语言教学的大学生案例，为文献增加与情境相关的知识。出于这个原因，我们探讨了一组 67 名职前英语教师对土耳其国立大学 ERT 实践的看法。数据是通过研究人员开发的访谈表和焦点小组访谈收集的。使用内容分析对数据进行归纳分析。一半的参与者报告说，特定技能有助于在 ERT 环境中完成任务。他们不仅报告了与学习效率低下、技术不足和学习环境不适当有关的各种挑战，而且还承认了对他们个人和学术发展的贡献。也就是说，他们发现 ERT 灵活、省时且有利于那些对虚拟教室更有信心的学习者，有些人认为 ERT 是自我实现的机会。尽管如此，与 ERT 相比，大多数人更喜欢面对面的教育，因为他们欣赏课堂教育的增强效果。总共，该研究强调需要通过提供有关如何组织学与教的指导和策略来支持学习者和教师。此外，学校、政策制定者和政府当局可能需要提供为 ERT 量身定制的计划和技术设备方面的基础设施，以满足 ERT 教育的要求，并在虚拟环境中实现有效的语言学习。本研究拓宽了语言教师教育中有关 ERT 的知识基础，建议解决 ERT 的缺点并利用其机会。政府当局可能需要提供为 ERT 量身定制的计划和技术设备方面的基础设施，以满足 ERT 教育的要求，并在虚拟环境中实现有效的语言学习。本研究拓宽了语言教师教育中有关 ERT 的知识基础，建议解决 ERT 的缺点并利用其机会。政府当局可能需要提供为 ERT 量身定制的计划和技术设备方面的基础设施，以满足 ERT 教育的要求，并在虚拟环境中实现有效的语言学习。本研究拓宽了语言教师教育中有关 ERT 的知识基础，建议解决 ERT 的缺点并利用其机会。