This study aims to find the impact of the abrupt transition from traditional teaching to remote teaching of the phonology courses and how stakeholders dealt with such a shift. To this end, a descriptive approach was used, and data were collected using a questionnaire. The sample included students at English language programs (ELP) in some Saudi universities at levels 5 and 6 since they took the phonetics and phonology course at the beginning of the pandemic. There was an educational challenge during the coronavirus that compelled the conventional system of education to accept the status quo where educators found themselves obliged to shift abruptly from a traditional, face-to-face educational environment to fully online instruction. However, most of our Saudi academic institutions were not prepared for such a sudden and quick change. During the COVID-19 lockdown, language teachers in English Departments at Saudi Universities (ELP) resorted to the different type of teaching which depended mostly on technology where internet-wired personal computers or tablets played a significant role, and which expanded the scope of the teaching process and practically increased orientation on the teachers’ part. Moreover, students’ independence and self-teaching seemed to have increased, which could have influenced their cognition and skills. This study discussed the way language teachers in ELP dealt with the challenging content of the phonology course during Covid-19. The findings show that there were some problems at the beginning moving from traditional to virtual classes, where the students depended upon themselves and adapted to the change. The findings also showed that the teaching aids were not satisfactory enough to suit the purpose of the course.

中文翻译：

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在 Covid-19 大流行期间教授具有挑战性的语音内容

本研究旨在了解音韵课程从传统教学突然转变为远程教学的影响，以及利益相关者如何应对这种转变。为此，使用了描述性方法，并使用问卷收集数据。样本包括一些沙特大学英语语言课程 (ELP) 的学生，他们在大流行开始时参加了语音学和音韵学课程，处于 5 级和 6 级。冠状病毒期间存在教育挑战，迫使传统教育系统接受教育工作者发现自己不得不突然从传统的面对面教育环境转变为完全在线教学的现状。然而，我们大多数沙特学术机构并没有为这种突然而迅速的变化做好准备。在 COVID-19 封锁期间，沙特大学 (ELP) 英语系的语言教师采用了不同类型的教学，这种教学主要依赖于联网个人电脑或平板电脑发挥重要作用的技术，并扩大了教学范围教学过程和实际增加了教师的指导。此外，学生的独立性和自学能力似乎有所提高，这可能会影响他们的认知和技能。本研究讨论了 ELP 语言教师在 ​​Covid-19 期间处理语音课程的挑战性内容的方式。调查结果表明，从传统课堂转向虚拟课堂一开始存在一些问题，学生依靠自己并适应变化。