Spanish Pre-Service EFL Teachers’ Perceptions of Emergency Remote Language Teaching

Abstract

This study examines the perceptions of pre-service English as a foreign language (EFL) teachers of their skills to face emergency remote language teaching (ERLT) situations, and to determine whether these vary according to gender, age, university, or course. A cross-sectional survey model was used with 332 pre-service EFL teachers studying in two Spanish universities, an onsite institution, and a distance university. After analyzing the results, it can be said that participants’ ERLT skills are moderate, and they vary significantly according to age, course, and type of university, but no statistically significant differences are found regarding gender. The results can guide teacher trainers and researchers, as they reveal the needs of pre-service EFL teachers to teach effectively in ERLT situations.