#4084. Reimagining crisis teaching through autoethnography: a case of an online Japanese course

August 2026publication date
Proposal available till 22-05-2025
4 total number of authors per manuscript0 $

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Journal’s subject area:
Language and Linguistics;
Linguistics and Language;
Education;
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Abstract:
The global pandemic has forced all language teachers, regardless of their affinity to and preparation for online teaching, to convert their face-to-face courses into online versions of crisis teaching. This research reports on emerging issues triggered by emergency remote teaching (ERT), gleaning from the in-depth observations and critical reflections of a Japanese language program coordinator (instructor). Through autoethnography, she provided her first-hand experience and critical reflection on the ERT phenomenon. Qualitative data were gathered from her journal reflections, course evaluations, student assessment outcomes, and communication records documented in Blackboard. The findings pinpoint the following aspects amid ERT: the primacy of tele-/co-presence and the issue of privacy; solutions for online test and technical malfunction; pedagogically-sound assessment methods in online contexts; the balance between asynchronous and synchronous modes and interactions among students.
Keywords:
autoethnography; Emergency remote teaching (ERT); Japanese teaching; multimodality; online assessment; synchronous and asynchronous modes

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