IEP reading instruction during the COVID-19 emergency remote teaching

Abstract

Using a mixed method explanatory sequential design, this study investigates intensive English program (IEP) instructors’ perceptions of the impact of COVID-19 emergency remote teaching on reading instruction. Forty-four IEP instructors completed an online survey, and seven of them participated in follow-up interviews. Both quantitative and qualitative results confirmed the impact on the teaching of reading. Some instructors reported having to leave out supplemental learning outcomes and focus on core learning objectives only. Most participants also experienced a decrease in student engagement and student-student interaction during reading and vocabulary instruction. However, student-teacher interaction did not seem impacted. This research supports the view that the teaching of reading is contingent upon multiple factors, particularly the instructional environment.