Adapting EAP pedagogy for online learning: lessons from emergency remote teaching
Adapting EAP pedagogy for online learning: lessons from emergency remote teaching
This study examines how English for Academic Purposes (EAP) practitioners adapted their teaching methodologies during Emergency Remote Teaching (ERT) in a UK university’s online pre-sessional programme (PSP), focusing on technology-enhanced pedagogy and its implications for Computer-Assisted Language Learning (CALL). Using qualitative methods, including reflections from discussion forums and interviews with 25 practitioners, this research explores how educators re-evaluated and restructured their online teaching practices, integrating digital tools to enhance learning outcomes. Findings indicate that most practitioners initially attempted to replicate in-person teaching but soon recognised the distinct affordances and constraints of online environments. Adjustments included more structured lesson planning, the integration of asynchronous learning to complement synchronous interactions, and a shift towards flipped learning methodologies. Practitioners also developed multimodal engagement strategies, incorporating collaborative tools to facilitate student participation. Additionally, concept-checking strategies were adapted for the online setting, leveraging chat-based responses, emoji reactions, and structured questioning techniques to foster interaction. This study contributes to CALL research by offering insights into the evaluation and re-evaluation of teaching methodologies in digital EAP contexts. It also highlights the role of digital tools in supporting second language acquisition and student engagement in synchronous and asynchronous online learning environments. As EAP pedagogy continues to evolve in the digital landscape, this research underscores the importance of CALL-informed professional development to support practitioners in advancing digital EAP pedagogies.
Digital pedagogy, EAP, online teaching, Second Language education, Multimodal engagement, Teacher training
de Lima Guedes, Karla
5c7f7565-9a71-4c0b-891f-f87d58be67e0
26 August 2025
de Lima Guedes, Karla
5c7f7565-9a71-4c0b-891f-f87d58be67e0
de Lima Guedes, Karla
(2025)
Adapting EAP pedagogy for online learning: lessons from emergency remote teaching .
EUROCALL 2025 Conference, Università Cattolica, Milano, Italy.
26 - 30 Aug 2025.
Record type:
Conference or Workshop Item
(Paper)
Abstract
This study examines how English for Academic Purposes (EAP) practitioners adapted their teaching methodologies during Emergency Remote Teaching (ERT) in a UK university’s online pre-sessional programme (PSP), focusing on technology-enhanced pedagogy and its implications for Computer-Assisted Language Learning (CALL). Using qualitative methods, including reflections from discussion forums and interviews with 25 practitioners, this research explores how educators re-evaluated and restructured their online teaching practices, integrating digital tools to enhance learning outcomes. Findings indicate that most practitioners initially attempted to replicate in-person teaching but soon recognised the distinct affordances and constraints of online environments. Adjustments included more structured lesson planning, the integration of asynchronous learning to complement synchronous interactions, and a shift towards flipped learning methodologies. Practitioners also developed multimodal engagement strategies, incorporating collaborative tools to facilitate student participation. Additionally, concept-checking strategies were adapted for the online setting, leveraging chat-based responses, emoji reactions, and structured questioning techniques to foster interaction. This study contributes to CALL research by offering insights into the evaluation and re-evaluation of teaching methodologies in digital EAP contexts. It also highlights the role of digital tools in supporting second language acquisition and student engagement in synchronous and asynchronous online learning environments. As EAP pedagogy continues to evolve in the digital landscape, this research underscores the importance of CALL-informed professional development to support practitioners in advancing digital EAP pedagogies.
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Published date: 26 August 2025
Venue - Dates:
EUROCALL 2025 Conference, Università Cattolica, Milano, Italy, 2025-08-26 - 2025-08-30
Keywords:
Digital pedagogy, EAP, online teaching, Second Language education, Multimodal engagement, Teacher training
Identifiers
Local EPrints ID: 507366
URI: http://eprints.soton.ac.uk/id/eprint/507366
PURE UUID: 702e8abd-0fef-493c-9882-57dcb668dfe0
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Date deposited: 05 Dec 2025 17:48
Last modified: 06 Dec 2025 02:44
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