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Language Teaching Research Quarterly

European Journal of Studies in Management and Business

International Journal of Behavior Studies in Organizations

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New Challenges in Accounting and Finance

Language Testing in Focus: An International Journal

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Individual Differences in Language Education: An International Journal 

Feedback Research in Second Language 

Management Issues in Healthcare System

Language Teacher Education Research

Artificial Intelligence Knowledge Development

<p style="text-align:justify;">The aim of this qualitative study was to investigate the way Hungarian primary language teachers coped with emergency remote teaching (ERT) introduced during the Covid-19 epidemic and the effects this mode of teaching exerted on their subsequent face-to-face teaching practice. While there are scores of studies written on the subject, hardly any have focussed on primary language education; hence our choice of the primary school sample. Out of a multi-item online questionnaire forwarded to all the primary schools in Hungary, we decided to focus on the last two items only, namely those which requested the 706 volunteering respondents to suggest two metaphors with concomitant brief explanations: one to describe their experiences of online teaching in 2020, and another one to specify the changes they perceived in their professional attitudes and competences by the time of administering the survey in 2022. The results demonstrate a decisively positive shift as the respondents realised that the digital expertise that they had gained during ERT would help them teach more effectively in the “real” classroom. The study also raises the issue of what educational authorities and teacher educators should do to promote digital education in pre- and in-service training.</p>

ltrq.2024.40.05.pdf

Original Research 

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A Silver Lining: Metaphors Suggesting Professional Development through Emergency Online Language Teaching in Primary Education

<p style="text-align:justify;">This paper examines&nbsp;the native/nonnative debate from an angle that is often disregarded: the challenges and difficulties faced by native English-speaking teachers who live&nbsp;and work abroad for an extended period of time. We argue that while they often&nbsp;stand a better chance in job application procedures, preferential treatment is&nbsp;secured by political and economic considerations rather than professional ones.&nbsp;Our survey data indicate that despite the seemingly advantageous position&nbsp;native expats enjoy, many of them face discrimination and marginalization in&nbsp;their work context and beyond in terms of their professional status and&nbsp;remuneration. We believe that our knowledge of the native/nonnative debate&nbsp;would be deepened ifboth groups were given equal attention and representation&nbsp;in research. A comparative analysis of the problems encountered and injustices&nbsp;suffered by both natives and nonnatives is hoped to contribute to remedying the present situation.</p>

The Other Side of the Coin: Native Expatriate Teachers in Focus

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