Zoi Apostolou

University of Patras, Greece; https://orcid.org/0000-0003-4359-397X

Konstantinos Lavidas

University of Patras, Greece; https://orcid.org/0000-0003-2225-1137


Bibliographic citation: (ISSN 2657-9774) Educational Role of Language Journal.  Volume 2021-2(6).  COVID-19 – LINGUISTIC WELL-BEING (BEFORE DURING, AND AFTER THE PANDEMIC), pp. 83-92



The aim of this research is to investigate the views of preschool teachers about their “readiness” for e-learning, the barriers they had faced while using it in early childhood education, the teaching practices during distance learning of language, and the transformations that had to be done in these, their effectiveness, and finally the utilization of the digital tools in the teaching of language after their return to the real classes. Views from ten Greek preschool teachers were collected with semi-structured interviews and analyzed using thematic content analysis. The results showed that teachers had no “readiness” for distance education and some students have fewer opportunities than others to learn and conquer some skills at home during distance learning. Furthermore, during distance learning the oral language was cultivated naturally and effortlessly, while the cultivation of the written language encountered significant difficulties due to the mediation of the digital tools, according to teachers. But as they seem to acknowledge the power of digital tools, they overcome their initial embarrassment and set aside the difficulties they encountered. Indeed, teachers seem to acknowledge this e-learning teaching experience supplied them with technological skills that could be utilized in similar situations. However, they highlight the need for training in distance learning and mainly how they could effectively integrate the technology in class.

Keywords: teaching of language, preschool education, teachers’ opinions, pandemic, distance learning, online learning


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