Relevant bibliographies by topics / Assistant Language Teachers

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Assistant Language Teachers'

Author: Grafiati
Published: 11 December 2022
Last updated: 31 July 2025

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Journal articles on the topic "Assistant Language Teachers"

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Mark C Escarda, Glenn. "Exploring the Experiences of Filipino Assistant Language Teachers working with Japanese Elementary School Teachers." International Journal of Science and Research (IJSR) 13, no. 1 (2024): 858–64. http://dx.doi.org/10.21275/sr24110093813.

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Rocha, Berenice I. "Language Assistant Programs and CLIL: Developing and Validating Questionnaires to Determine Program Training Needs." Journal of Language Teaching and Research 16, no. 2 (2025): 359–70. https://doi.org/10.17507/jltr.1602.01.

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Research on language assistants in content and language integrated learning (CLIL) classrooms in the context of Spain has been scarce. Given the unique, demanding nature of CLIL instruction, more investigation into the implementation of language assistant programs in CLIL using validated research tools is essential. Therefore, this paper outlines the process for developing and validating questionnaires created to analyze the perceptions and training needs of language assistants, CLIL teachers, and bilingual program coordinators in relation to effectively implementing language assistant program
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Morethe, Taetso Mphokane Asnath, Tebogo Johannes Kekana, and Malesela Edward Montle. "Linquistic challenges faced by assitatnt teachers of english in Limpopo province: the case of two primary schools." EUREKA: Social and Humanities, no. 2 (March 31, 2023): 50–60. http://dx.doi.org/10.21303/2504-5571.2023.002872.

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This study explored the linguistic challenges, faced by Assistant Teachers of English in the classroom with specific reference to two primary schools in the Limpopo province, South Africa. The study also investigated the perceptions of English teachers and learners on the support, received from Assistant Teachers in English classrooms. The study used interviews to investigate and explore various linguistic challenges, faced by Assistant Teachers. Data was also collected using questionnaires, which were designed to compare perceptions of English teachers and learners who received support from A
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Pearce, Daniel. "Homogenous Representations, Diverse Realities: Assistant Language Teachers at Elementary Schools." Language Teacher - Issue 45.3; May, 2021 45, no. 3 (2021): 3. http://dx.doi.org/10.37546/jalttlt45.3-1.

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As of 2020, foreign language as a subject has become compulsory for upper grades in Japanese elementary schools, and MEXT recommends the use of assistant language teachers (ALTs) in foreign language classes. While ALTs represent diverse linguistic and cultural backgrounds, MEXT documents for Japanese teachers portray them as homogenous monolingual native speakers of English. To better understand the linguistic repertoires of ALTs, this study investigates the languages ALTs know. The findings suggest that, contrary to MEXT portrayals, most ALTs have ability in at least one language other than E
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Shibata, Miki. "How Japanese teachers of English perceive non-native assistant English teachers." System 38, no. 1 (2010): 124–33. http://dx.doi.org/10.1016/j.system.2009.12.011.

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Binns, Akierah. "Impact of Assistant Language Teachers on English Education in Shizuoka." JALT Postconference Publication - Issue 2021.1; August 2022 2021, no. 1 (2022): 89. http://dx.doi.org/10.37546/jaltpcp2021-11.

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Previous research on Assistant Language Teachers (ALTs) continues to expand since Japan embarked on the Japan Exchange and Teaching (JET) Programme in 1987. However, few studies have explored ALTs and Japanese Teachers of English (JTEs) teaching practices and their impact upon student English language outcomes at the prefectural level. Through the findings of a questionnaire administered to 33 ALTs and 22 JTEs in Shizuoka, it was identified that traditional grammar translation methods continue to persist within the Japanese English language classroom; however, there are efforts to integrate Co
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Cheng, Xiangli, Peng Lu, Yan Qian, and Seth Garrett. "Prospective roles of language teachers in AI-assisted language teaching: An action research." International Journal of English for Academic Purposes: Research and Practice 5, no. 1 (2025): 69–83. https://doi.org/10.3828/ijeap.2025.5.

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With the arrival of open generative AI, one of the most hotly debated topics is whether AI will replace human teachers in a language classroom (Gao, 2024; Li et al., 2024; Wen, 2024b). Though a general consensus has been reached that AI will partly replace language teachers, the roles of language teachers are underexplored in AI-assisted language teaching. This article reports on an action research of an AI-assisted language course collaborated by three Chinese teachers and a foreign teacher with AI Xiao Ya serving as an assistant to explore the curriculum development and teachers’ roles. The
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Gorsuch, Greta. "Assistant Foreign Language Teachers in Japanese High Schools: Focus on the Hosting of Japanese Teachers." JALT Journal 24, no. 1 (2002): 5. http://dx.doi.org/10.37546/jaltjj24.1-1.

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For both political and social reasons, the learning of English as a Foreign Language in Japanese secondary schools has become the focus of a variety of new educational policies applied at a national level. The backdrop of this article is the JET program, which in 1998 employed 5,361 assistant language teachers (ALTs) from various countries for the purpose of team teaching in Japanese junior and senior high school foreign language classrooms. The article focuses on Japanese teachers of English (JTEs) and their responses to team teaching with ALTs, particularly in terms of JTEs' perceptions of t
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Agum, Arjem Noryn, and Eunice M. Aclan. "THE CASE OF TIMORESE ASSISTANT TEACHERS IN USING THE ENGLISH LANGUAGE: BASIS FOR EDUCATION POLICY." Malaysian Journal of Applied Linguistics (MJoAL) 2 (November 28, 2024): 1–21. https://doi.org/10.32890/mjoal2024.2.1.

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Learning English in Timor-Leste, a young country in the Expanding Circle of the world’s English usage,whose citizens speak multiple languages, poses diversified challenges that may be reduced throughamendments to the educational curriculum in the country. Therefore, this article delved into theexperiences of Timorese assistant teachers in a faith-based international school in Dili, Timor-Leste, asthey acquire and use English. The lack of existing literature prompted the conduct of this qualitativecase study, which involved a sample of eight assistant teachers. Four of the assistant teachers’ a
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Kuleshova, Viktoriia, Viktoriia Malovana, and Iryna Samoilova. "Professional Training of a Teacher Assistant to Work in an Inclusive Education." Bulletin of Luhansk Taras Shevchenko National University 2, no. 1 (349) (2022): 202–11. http://dx.doi.org/10.12958/2227-2844-2022-1(349)-2-202-211.

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The article is devoted to the problem of professional training of future teacher assistants to work in an inclusive education. We have established the role of the professional activity of a teacher's assistant in the conditions of inclusive education. An analysis of scientific views on determining the phenomenon of readiness of a teacher's assistant for professional activities, and the impact of an inclusive educational environment on the learning process of children with special educational needs. It was found that the formation of readiness for professional activity is evidenced by the follo
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Dissertations / Theses on the topic "Assistant Language Teachers"

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Smith, Elliot. "Effectiveness of English teaching with JET Programme Assistant Language Teachers and Japanese Teachers of English : Team Teaching Perceptions through Team Interviews." Thesis, Stockholms universitet, Institutionen för pedagogik och didaktik, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-194683.

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This research seeks to develop further understandings of effectiveness of the  Japan Exchange and Teaching (JET)  Programme. The JET programme is an internationalisation programme of which employs primarily native English language speakers into the role of Assistant Language Teachers of whom aid in teaching English within school settings across Japan. Inspiration to undertake the project arose through an observation that previous research into the JET programme displays an overwhelmingly negative perspective of the programme’s effectiveness, not least due to the consistent reduction in Japan’s
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Yokoyama, Takahiro. "The impact of TESOL teacher education on job satisfaction for native English speakers teaching English to speakers of other languages in Japan." Thesis, Queensland University of Technology, 2016. https://eprints.qut.edu.au/101737/1/Takahiro_Yokoyama_Thesis.pdf.

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This study examined potential effects of teacher training or education in Teaching English to Speakers of Other Languages upon job satisfaction of ‘native English speaker’ teachers in Japan. While multiple regression analyses discovered only certain types of training showed a positive influence, the interview participants revealed how their existing skills were often not fully utilised in the Japanese context. The pedagogical implications and recommendations for teacher education are discussed, along with administrative implications and suggestions for the future recruitment of ‘native English
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Crump, Alison. "Examining the role of assistant language teachers on the JET Programme within the context of Nihonjinron and Kokusaika: perspectives from ALTs." Thesis, McGill University, 2007. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=18411.

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This study investigates consequences of hiring native English speakers, many of whom are untrained as teachers, to teach English in foreign language contexts. The focus is on Assistant Language Teachers (ALTs) on the Japan Exchange and Teaching (JET) Programme. Two discourses, nihonjinron (theories of Japanese distinctiveness) and kokusaika (internationalisation), upon which the programme is founded, provide the framework for analysis. Through surveys and interviews, ALTs' attitudes towards the global spread of English and models of English teaching are elicited. Participants were 120 ALT alum
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Shaw, Janalee. "Perceptions of self-efficacy in graduate assistant composition instructors : a study of novice instructors' feelings about the adequacy of their preparation for teaching." Virtual Press, 2005. http://liblink.bsu.edu/uhtbin/catkey/1317918.

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Liaw, En-Chong. ""How are they different?" a comparative study of native and nonnative foreign language teaching assistants regarding selected characteristics: teacher efficacy, approach to language teaching/teaching, teaching strategies and perception of nativeship /." The Ohio State University, 2004. http://rave.ohiolink.edu/etdc/view?acc_num=osu1092324144.

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Zha, Shenghua. "The effects of a technology-supported training system on second language use strategies for international teaching assistants." Diss., Columbia, Mo. : University of Missouri-Columbia, 2006. http://hdl.handle.net/10355/4480.

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Thesis (Ph.D.)--University of Missouri-Columbia, 2006.<br>The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file viewed on (May 2, 2007) Vita. Includes bibliographical references.
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Lawson, Emily M. "THE RELATIONSHIP BETWEEN TEACHING BELIEFS AND PRACTICES AS PERCEIVED BY LANGUAGE GRADUATE TEACHING ASSISTANTS." OpenSIUC, 2019. https://opensiuc.lib.siu.edu/theses/2598.

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In order to equip teachers for the complexity of their job, teacher education programs have shifted away from training teachers in exactly what to do, focusing instead on how to approach the classroom. Teacher educators are working towards programs that develop beliefs that directly and positively affect the actions of teachers in the classrooms (Darling-Hammond, 2006). One particularly interesting case of teachers-in-training are graduate teaching assistants (GTAs), because they are both students and teachers simultaneously. In addition, GTAs are often learning how to teach while organizing,
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Mersh, Irene E. "Supporting children's acquisition of language and literacy : an investigation into the work of classroom assistants in mainstream primary schools." Thesis, n.p, 2001. http://oro.open.ac.uk/18813.

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Angus, Katie Beth. "Meeting the Needs of Foreign Language Teaching Assistants: Professional Development in American Universities." Diss., The University of Arizona, 2014. http://hdl.handle.net/10150/318794.

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In our post-9/11 globalized society, the bifurcated governance structure that has traditionally dominated foreign language (FL) departments is no longer desirable. According to the 2007 Modern Language Association (MLA) report entitled "Foreign Languages and Higher Education: New Structures for a Changed World," these departments need to strive to create "educated speakers who have deep translingual and transcultural competence" (p. 3). Whereas the report outlined in detail the implications this goal would have on undergraduate education, it made only two references to FL graduate students:
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Farina, Marcella. "The working relationship of international teaching assistants and undergraduate students." Master's thesis, University of Central Florida, 1999. http://digital.library.ucf.edu/cdm/ref/collection/RTD/id/5223.

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University of Central Florida College of Arts and Sciences Thesis<br>The present study was conducted to ascertain undergraduate views about the effectiveness of International Teaching Assistants (ITAs) in the American classroom. The study was administered to a stratified cluster sampling by college of the target population, undergraduate students at the University of Central Florida, in Orlando, Florida. The instrument used, Questionnaire of Undergraduates about International Teaching Assistants (QUITA) as developed by Wanda Fox (1990), is composed of a total of 40 items regarding personal and
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Books on the topic "Assistant Language Teachers"

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Educational Resources Information Center (U.S.), ed. Beyond TA training: Developing a reflective approach to a career in language education. Center for Applied Linguistics, 1998.

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Educational Resources Information Center (U.S.), ed. Spoken language: What it is and how to teach it. Center for Applied Linguistics, 1998.

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Educational Resources Information Center (U.S.), ed. Research and language learning: A tour of the horizon. Center for Applied Linguistics, 1998.

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Lancaster, Gwen. Developing speech and language skills: A resource book for teachers, teaching assistants, and speech and language therapists. Routledge, 2008.

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Educational Resources Information Center (U.S.), ed. Grammar in the foreign language classroom: Making principled choices. Center for Applied Linguistics, 1998.

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1935-, Kenny Brian, Savage William 1960-, and AIT RELC Conference on Language Programs in Development Projects (1993 : Asian Institute of Technology), eds. Language and development: Teachers in a changing world. Longman, 1997.

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Lange, Dale L. The teaching of culture in foreign language courses. Center for Applied Linguistics, 1998.

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Ashbaker, Betty Y. Assisting with early literacy instruction: A manual for paraprofessionals. Pearson, 2011.

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Byrnes, Heidi. Reading in the beginning and intermediate college foreign language class. Center for Applied Linguistics, 1998.

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Borjas, George J. Foreign-born teaching assistants and the academic performance of undergraduates. National Bureau of Economic Research, 2000.

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Book chapters on the topic "Assistant Language Teachers"

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Sakamoto, Nami. "English Language Education Reform and Assistant Language Teachers in Japan." In Teacher Awareness as Professional Development. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-88400-0_2.

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Němec, Zbyněk. "“They Respect Me as a Person Who Can Help” Roma Teaching Assistants in the Czech Republic." In To Be a Minority Teacher in a Foreign Culture. Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-25584-7_23.

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AbstractIn the Czech Republic, where Roma represent the largest ethnic minority, Roma teaching assistants have been an irreplaceable form of support for the education of socially disadvantaged students for more than two decades. This chapter draws on experience from various research projects that took place from 2012 to 2019, and focuses on the benefits of the work of Roma teaching assistants in the education of socially disadvantaged Roma students; data were obtained through semi-structured interviews and subjected to a thematic analysis, using basic elements of grounded theory. According to
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Yokoyama, Takahiro. "Official and Realized Hiring Policy of Assistant Language Teachers in Japan." In Global Perspectives on Language Education Policies. Routledge, 2018. http://dx.doi.org/10.4324/9781315108421-9.

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Santos Fermin, Tricia Abigail, and Johanna O. Zulueta. "The Impact of Japanese Schools' Policy Responses to COVID-19 on Filipino Women Assistant Language Teachers." In Women and COVID-19. Routledge, 2023. http://dx.doi.org/10.4324/9781003267133-16.

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Nieto, Miguel Ángel Pérez, Nieves Segovia Bonet, Ignacio Sell Trujillo, and Carlota Tovar Pérez. "Community Building in Times of Pandemic: University Camilo José Cela, Spain." In Knowledge Studies in Higher Education. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-82159-3_17.

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AbstractUniversity Camilo José Cela (UCJC) is a private university located in Madrid (Spain) that belongs to the SEK Education Group, an institution with 125 years of tradition and a strong innovation identity. This case study presents the response that UCJC has given to facilitate the adaptation of the educational community (students, families, and teachers) to the situation arising from the pandemic caused by COVID-19. It will explain the coordination actions between students from the School of Education at UCJC and the impact derived from their interventions. Specifically, it will detail st
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Nieto, Miguel Ángel Pérez, Nieves Segovia Bonet, Ignacio Sell Trujillo, and Carlota Tovar Pérez. "Community Building in Times of Pandemic: University Camilo José Cela, Spain." In Knowledge Studies in Higher Education. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-82159-3_17.

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AbstractUniversity Camilo José Cela (UCJC) is a private university located in Madrid (Spain) that belongs to the SEK Education Group, an institution with 125 years of tradition and a strong innovation identity. This case study presents the response that UCJC has given to facilitate the adaptation of the educational community (students, families, and teachers) to the situation arising from the pandemic caused by COVID-19. It will explain the coordination actions between students from the School of Education at UCJC and the impact derived from their interventions. Specifically, it will detail st
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Alemi, Minoo, Ali Meghdari, Nasim Mahboub Basiri, and Alireza Taheri. "The Effect of Applying Humanoid Robots as Teacher Assistants to Help Iranian Autistic Pupils Learn English as a Foreign Language." In Social Robotics. Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-25554-5_1.

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Moore, Ashley R. "“It Feels Like I’m Stuck in a Web Sometimes”: The Culturally Emergent Identity Experiences of a Queer Assistant Language Teacher in Small-Town Japan." In Discourses of Identity. Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-11988-0_14.

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Mitchell, Rosamond, and Nicole Tracy-Ventura. "From Language Teaching Assistant Abroad to Language Professional:." In Language Teachers Studying Abroad. Channel View Publications, 2022. https://doi.org/10.2307/jj.22679749.21.

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"8 Imported Diversity? Plurilingual Assistant Language Teachers." In Plurilingual Education in a Monolingualised Nation. Multilingual Matters, 2025. https://doi.org/10.21832/9781800417700-011.

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Conference papers on the topic "Assistant Language Teachers"

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Jadán-Guerrero, Janio, Alexandra Avila, Johann Jadán, and Isabel L. Nunes. "Using Intelligent Personal Assistants for Teaching English." In 13th International Conference on Applied Human Factors and Ergonomics (AHFE 2022). AHFE International, 2022. http://dx.doi.org/10.54941/ahfe1002172.

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The lack of practice to develop language skills is the main problem in learning foreign languages. The aim of the research is to establish methodological strategies with virtual assistants, for elementary school students through innovative and interactive classes, to develop the macro skills of the English language. The methodological design of this study is based on a mixed qualitative-quantitative approach, with the participation of an expert on "Virtual assistants in the English language", five teachers from the English area and 57 elementary school students from a private school in Ecuador
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Nishihori, Yuri, Chizuko Kushima, Yuichi Yamamoto, Haruhiko Sato, and Satoko Sugie. "Global Teacher Training Based on a Multiple Perspective Assessment: A Knowledge Building Community for Future Assistant Language Teachers." In 2009 IEEE/WIC/ACM International Joint Conference on Web Intelligence and Intelligent Agent Technology. IEEE, 2009. http://dx.doi.org/10.1109/wi-iat.2009.268.

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"The use of IPAs or Intelligent Personal Assistants (Google Assistant, Siri, Alexa, Cortana, etc.) for learning English speaking skills." In XXnd International CALL Research Conference. Castledown Publishers, 2024. http://dx.doi.org/10.29140/9780648184485-38.

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This study examines Intelligent Personal Assistant (IPA) tools and their application for learning English speaking skills. The research method was reviewed through Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) by identifying, screening, and including related studies. It spans the studies from the years 2019 to 2024 that used IPAs as keywords. The findings show that Alexa, Google Assistant, and Siri are IPAs being used. They provide a platform for practicing, motivating, and encouraging others to speak English. However, the studies are limited in Japan and Taiwan s
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Shishliakova, E. V., M. I. Mamaeva, A. I. Morozova, and M. A. Losevа. "How to use ChatGPT in English lessons to increase student motivation." In IV All-Russian (National) Scientific Conference "Achievements of Science and Technology". Krasoyarsk Science & Technology City Hall, 2025. https://doi.org/10.47813/dnit.4.2025.2003.

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The article focuses on practical recommendations for integrating ChatGPT into English language teaching. It examines key aspects of effectively using AI in the classroom, including setting goals, adapting materials to students' levels, and incorporating interactive tasks. It emphasizes that ChatGPT should be used as a supplement to traditional teaching methods, not as a replacement. The article details the advantages of ChatGPT, such as personalized learning, development of speaking skills, simplification of material preparation, and the introduction of gamified formats. It also discusses pote
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Istrate, Ana mihaela. "THE IMPACT OF THE VIRTUAL ASSISTANT (VA) ON LANGUAGE CLASSES." In eLSE 2019. Carol I National Defence University Publishing House, 2019. http://dx.doi.org/10.12753/2066-026x-19-040.

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One of the modern times challenges, related to technological developments is the possibility of connecting concepts, such as Artificial Intelligence or Machine Learning to the process of teaching foreign languages. Recent studies suggest that machine learning can be equipped with an intelligence, similar to the human one. More specifically, machines can be programmed, trained and developed for self-learning. This way, devices such as Google Home, Alexa or Siri, to mention only three of the most recent developments in the field of VA, can become a teacher's assistant during the language classes
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Pokrivcakova, Silvia. "PERCEPTION OF ONLINE MACHINE TRANSLATORS BY NON-NATIVE STUDENTS OF ENGLISH PHILOLOGY AND FUTURE TEACHERS OF ENGLISH." In International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v2end013.

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"For centuries, print dictionaries were the primary assisting tool for those who needed to find the meaning of an unknown word or translate something from or to a target language. These days, various technological solutions are available, many of them online and free of charge. Online machine translators (OMTs) are used as dictionaries to look up individual words or translate texts of various lengths. OMTs have changed the situation in foreign language education, too. The paper aims to discover how OMTs are perceived and used by non-native speaking university students of English in teacher-tra
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Colibaba, Luciacintia, Anca cristina Colibaba, Jan Pawlowski, and Stefan Colibaba. "E-LEARNING IN ICT AND AGRICULTURE." In eLSE 2012. Editura Universitara, 2012. http://dx.doi.org/10.12753/2066-026x-12-106.

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Encouragement of European labor mobility is one of the key challenges in the 21st century. The article “E-learning in ICT and Agriculture” has as main objective the description of the results obtained in the LaProf project and the processes that lead to their development. LaProf (www.laprof.eu) project has responded to this challenge by developing computer-mediated multilingual language learning exercises for specific purposes and the overall concept of migration process. LaProf was a multiliteral project that aimed at promoting language awareness to immigrating workforces in two particular se
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Bueno, Erika C. Matesz, Polyana Graf Finamor, Thaynara Cardoso, and Ana Cristina Bicharra Garcia. "OPA: An AI System for Automating the Correction and Analysis of Portuguese Dictations." In Simpósio Brasileiro de Sistemas Colaborativos. Sociedade Brasileira de Computação, 2025. https://doi.org/10.5753/sbsc.2025.6639.

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This paper presents an OPA (Observation, Processing, and Assistance) proof of concept, an AI-based system designed to support Portuguese language teachers in public schools by automating the correction and analysis of handwritten dictations. OPA uses OCR technologies and natural language processing to digitize students’ written work, identify errors, and classify them by type. This allows teachers to provide targeted interventions and better manage classroom data. By automating routine tasks, OPA aims to save time for educators and improve student literacy. The study demonstrates the potential
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Nistor, Cristina mihaela. "CLASSROOM CHALLENGES: BLENDED LEARNING TOOLS USED IN TEACHING ROMANIAN AS A FOREIGN LANGUAGE." In eLSE 2015. Carol I National Defence University Publishing House, 2015. http://dx.doi.org/10.12753/2066-026x-15-129.

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In the author's experience as a teacher of Romanian at the University "Politehnica" of Bucharest, there have always been challenges meant to test both the teacher's and the students' ability to adapt to the latest methods and/ or technologies employed in the modern world. For those students who opt for studying Romanian as a foreign language, teachers have to consider the difficulties posed by the target language itself and, consequently, they adopt blended learning tools as the best way to address the issue. Since students' motivations to learn Romanian vary from purely academic interest to e
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Robertson, W. Boden. "Graduate Teaching Assistant Language Teacher Identity Development: Asserting Agency Through Pedagogical Struggles." In 2022 AERA Annual Meeting. AERA, 2022. http://dx.doi.org/10.3102/1894889.

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Reports on the topic "Assistant Language Teachers"

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Saing, Chan Hang, Phal Chea, and Sopheak Song. Assessing Technology Readiness of Students and Teachers in Cambodian Higher Education during COVID-19. Cambodia Development Resource Institute, 2023. https://doi.org/10.64202/wp.143.202311.

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The global COVID-19 pandemic brought unprecedented disruptions to the higher education landscape worldwide. Widespread school closures, driven by the imperative of social distancing to combat the virus's spread forced a rapid and dramatic shift from traditional face-to-face instruction to online learning and teaching environments in numerous countries. Recent research has highlighted the formidable challenges lower- and middle-income countries face, particularly those with weaker ICT infrastructures and less technology-ready teachers and students, when adapting to these new tech-enhanced teach
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You might also be interested in the extended bibliographies on the topic 'Assistant Language Teachers' for particular source types:
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