International Association of Educators   |  ISSN: 1949-4270   |  e-ISSN: 1949-4289

Original article | Educational Policy Analysis and Strategic Research 2022, Vol. 17(4) 87-111

Covid-19-Prompted Emergency Distance English Language Education from EFL Students’ Perspective: A Scoping Review on Challenges and Responses

Tuçe Karataş & Hülya Tuncer

pp. 87 - 111   |  DOI:   |  Manu. Number: MANU-2209-09-0008.R1

Published online: December 05, 2022  |   Number of Views: 68  |  Number of Download: 274


The profound and permanent impact of the Covid-19 pandemic caused a global closure of universities and schools by transforming physical classrooms into online/distance settings. Such a sudden shift resulted in uncertainty in the educational context. During the pandemic, the only way to sustain education was to benefit from distance education, which is defined as Emergency Distance Education. Specifically focusing on English language education in these emergency circumstances, such a distance education might be defined as Emergency Distance English Language Education (EDELE). In such a rush, both challenges and opportunities have been experienced in EDELE. Therefore, recent studies focus on how to respond to those challenges to improve the conditions of EDELE. Thus, this scoping review study aims to first identify (a) challenges experienced during EDELE, and then (b) responses for those challenges during EDELE from the perspectives of English as a Foreign Language (EFL) students. Via NVivo 11 Plus, the scoped studies focusing on EFL students were inductively and thematically analysed. The results revealed the challenges during EDELE centred around five main actions: changed, caused, revealed, increased, and decreased. Additionally, thematic analyses of the responses were organized around the implementations or recommendations by three stakeholders: teachers, students, and institutions. The current study contributes to EFL settings in improving distance education circumstances.

Keywords: Emergency Distance English Language Education (EDELE), Scoping Review, Covid-19, NVivo

How to Cite this Article?

APA 6th edition
Karatas, T. & Tuncer, H. (2022). Covid-19-Prompted Emergency Distance English Language Education from EFL Students’ Perspective: A Scoping Review on Challenges and Responses . Educational Policy Analysis and Strategic Research, 17(4), 87-111. doi: 10.29329/epasr.2022.478.4

Karatas, T. and Tuncer, H. (2022). Covid-19-Prompted Emergency Distance English Language Education from EFL Students’ Perspective: A Scoping Review on Challenges and Responses . Educational Policy Analysis and Strategic Research, 17(4), pp. 87-111.

Chicago 16th edition
Karatas, Tuce and Hulya Tuncer (2022). "Covid-19-Prompted Emergency Distance English Language Education from EFL Students’ Perspective: A Scoping Review on Challenges and Responses ". Educational Policy Analysis and Strategic Research 17 (4):87-111. doi:10.29329/epasr.2022.478.4.

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