The Effects of Emergency Remote Teaching on Language Teachers' Digital Tool Integration in Traditional Classrooms

Abstract

This article reports on the findings of a survey which investigated the experiences of primary language teachers during the recent period of emergency remote teaching (ERT) with a special focus on the effect of these experiences on their current use of digital tools in their in-person teaching practices. The research was based on a questionnaire completed by 706 language teachers from Hungarian primary schools in the spring of 2022. It is of central interest how the perceived obstacles and negative experience on the one hand and perceived positive outcomes on the other hand influenced teachers’ willingness to use digital media in the traditional classroom: the presented research identified positive experience as a decisive factor. Although many respondents reported a lack of preparedness and a certain level of concern about switching to online language teaching, the majority considered their online teaching successful and an opportunity for development. On assessing and comparing the results, suggestions are made about pre-service and in-service training of digital skills, as the feeling of preparedness and perceived success may lead to increasing language teachers’ willingness to integrate digital elements in traditional teaching.