Language Education in Emergencies: A Systematic Review

Keywords: Covid-19, emergency remote teaching, language education, online learning, systematic review


In response to the Covid-19 pandemic, education systems around the globe suspended on-site classes and transitioned instruction to various remote environments, creating a distinctive context for teaching and learning. This systematic review brings together the available research in language education within the current emergency setting to examine the state of affairs, as well as the situation’s inherent challenges and opportunities for language learners and teachers. A total of 38 studies were collected to reflect the current trend, with 16 of these in-depth reviewed. Research focusing on learners was dominant. Most research was conducted at the tertiary level. The studies highlighted digital tools that are capable of engaging language learners in an interactive learning experience, though they are unable to replace face-to-face instruction. Outside-of-class support such as extra channels of communication, self-access language learning (SALL) materials, and advising in language learning (ALL) were all found to complement remote learning. It is recommended that teachers try to retain their teaching principles and put them into practice regardless of the abrupt transition. Teachers’ wellbeing can be promoted when teachers accept the changes and see them as opportunities.


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Author Biographies

Athip Thumvichit, Mahidol University

Athip Thumvichit is an Assistant Professor at Research Institute for Languages and Cultures of Asia, Mahidol University. His current research interests revolve around emergency language teaching, teacher agency, and English textbook analysis.

Savika Varaporn, Kasetsart University

Savika Varaporn is a full-time lecturer at the Department of Foreign Languages, Faculty of Humanities, Kasetsart University, Thailand. She received her Ph.D. in English Language Teaching from the Language Institute of Thammasat University. Her research interests include EFL reading and multiliteracies.

Vorakorn Tuvachit, Assumption University

Vorakorn Tuvachit currently works as a full-time lecturer at Institute for English Language Education, Assumption University of Thailand. He holds a Ph.D. in English Language Teaching from Thammasat University. His areas of interests include action research, reflective practice, academic writing, material development, language assessment and testing, and alternative assessment in ELT.

How to Cite
Thumvichit, A., Varaporn, S., & Tuvachit, V. (2021). Language Education in Emergencies: A Systematic Review. Journal of Language and Education, 7(4), 183-197.