Teaching English online based on the experience of the “AZS” Language School in Szczytno

Anna Daszewska

doi:10.24917/20837275.13.4.10

Vol. 13 No. 4 (2021), Discourses and studies

Vol. 13 No. 4 (2021)

Teaching English online based on the experience of the “AZS” Language School in Szczytno

Discourses and studies

https://doi.org/10.24917/20837275.13.4.10

Published December 30, 2021

Anna Daszewska⁺⁻

Anna Daszewska

University of Warmia and Mazury in Olsztyn

PDF (Język Polski)

Keywords

e-learning
COVID-19
nauczanie online
nauczanie języka angielskiego online
pandemia e-learning
online teaching
teaching English online
pandemic
COVID-19

How to Cite

Daszewska, A. (2021). Teaching English online based on the experience of the “AZS” Language School in Szczytno. Annales Universitatis Paedagogicae Cracoviensis. Studia De Cultura, 13(4), 134–145. https://doi.org/10.24917/20837275.13.4.10

Abstract

The article examines four major research problems related to the activities of the “AZS” Language School during the COVID-19 pandemic and attempts to answer four research questions. Altogether, 73 people participated in the survey conducted in February 2021. The tools for the study were: the analysis of company documents, survey questionnaires and in-depth questions. The study of the research questions is provided with the theoretical foundations of e-learning, the origins of e-learning in Poland, teaching English online, as well as the conclusion, bibliography, appendices, and summary.

https://doi.org/10.24917/20837275.13.4.10

PDF (Język Polski)

References

Bambrowicz Olga. 2013. Jak uczyć języka polskiego na odległość (na przykładzie platformy ESPRIT tworzonej i wykorzystywanej na Uniwersytecie Stendhala w Grenoble)?. In: Edukacja Międzykulturowa Forum Glottodydaktyczne Materiały z Konferencji Naukowej. Anna Rabczuk (ed.). Warszawa. 342–353.
View in Google Scholar

Jamshidi Mohammad, Lalbakhsh Ali, Talla Jakub et al. 2020. “Artificial Intelligence and COVID-19: Deep Learning Approaches for Diagnosis and Treatment”. IEEE Access Vol. 8. 1–15.
View in Google Scholar

Dudeney Gavin, Hockly Nicky. 2007. How to Teach English with Technology. Essex.
View in Google Scholar

Erben Tony, Ban Ruth, Castañeda Martha. 2009. Teaching English Language Learners through Technology. London, New York.
View in Google Scholar

Gudea Sorin. 2008. Expectations and Demands in Online Teaching: Practical Experiences. Hershey, New York.
View in Google Scholar

Gulati Beata. 2020. Organizacja edukacji zdalnej dla studentów z niepełnosprawnościami – rekomendacje. In: Zdalne uczenie się i nauczanie a specjalne potrzeby edukacyjne. Z doświadczeń pandemii COVID-19. Ewa Domagała-Zyśk (ed.). Lublin. 165–194.
View in Google Scholar

Hałas Katarzyna. 2020. „e-Larning akademicki – analiza przypadku wirtualnego kampusu Uniwersytetu Marii Curie-Skłodowskiej w Lublinie”. Zarządzanie Mediami Vol. 8, No. 3. 259–275.
View in Google Scholar

Karolczuk Monika. 2020. „Zdalnie realnie. Jak uczymy (się) języków w czasie pandemii”. Języki Obce w Szkole No. 2. 39–43.
View in Google Scholar

Lesiak-Bielawska Elżbieta Danuta. 2015. „Technologie informacyjne w dydaktyce języków specjalistycznych”. Języki Obce w Szkole No. 4. 4–10.
View in Google Scholar

Lier Leo van. 2001. Constraints and Resources in Classroom Talk: Issues of Equality and Symmetry. In: English Language Teaching in Its Social Context. A Reader. Christopher N. Candlin, Neil Mercer (eds.). London, New York. 90–107.
View in Google Scholar

Merryfield Merry. 2003. “Like a Veil: Cross-Cultural Experiential Learning Online”. Contemporary Issues in Technology and Teacher Education Vol. 3, No. 2. 146–171.
View in Google Scholar

Moore Joi L., Dickson-Deane Camille, Galyen Krista. 2011. “e-Learning, Online Learning, and Distance Learning Environments: Are They the Same?”. The Internet and Higher Education Vol. 14, No. 2. 129–135.
View in Google Scholar

Murday Kimmaree, Ushida Eiko, Chenoweth N. Ann. 2008. “Learners’ and Teachers’ Perspectives on Language Online”. Computer Assisted Language Learning Vol. 21, No. 2. 125–142.
View in Google Scholar

Selwyn Neil. 2010. The “New” Connectivities of Digital Education. In: The Routledge International Handbook of the Sociology of Education. Michael W. Apple, Stephen J. Ball, Luis Armando Gandin (eds.). London, New York. 90–98.
View in Google Scholar

Netography:
View in Google Scholar

Journal of Laws. 2000. Issue 374. http://isap.sejm.gov.pl/isap.nsf/download.xsp/WDU20200000374/U/D20200374Lj.pdf. (accessed: 11.02.2021).
View in Google Scholar

Journal of Laws. 2000. Issue 410. https://dziennikustaw.gov.pl/D2020000041001.pdf. (accessed: 11.02.2021).
View in Google Scholar

Journal of Laws. 2000. Issue 433. http://isap.sejm.gov.pl/isap.nsf/download.xsp/WDU20200000433/O/D20200433.pdf. (accessed: 11.02.2021).
View in Google Scholar

State Agency for Enterprise Development (PARP). https://www.parp.gov.pl/component/content/article/59030:koronawirus-stan-zagrozenia-epidemicznego-oznacza-liczne-ograniczenia-dla-dzialalnosci-gospodarczej. (accessed: 11.02.2021).
View in Google Scholar