Open AccessUniversity Language Instructors’ Preparedness for Technology-Mediated Instruction and Burnout During the COVID-19 Pandemic
Author(s) -
Jesús Izquierdo,
María del Carmen Sandoval Caraveo,
Verónika de la Cruz Villegas,
Rubén Zapata Díaz
Publication year - 2021
Publication title -
ikala, revista de lenguaje y cultura
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.259
H-Index - 5
eISSN - 2145-566X
pISSN - 0123-3432
DOI - 10.17533/udea.ikala.v26n3a11
Subject(s) - preparedness , burnout , depersonalization , psychology , medical education , pandemic , workload , covid-19 , pedagogy , medicine , computer science , political science , emotional exhaustion , clinical psychology , disease , pathology , infectious disease (medical specialty) , law , operating system
This quantitative study explored the preparedness of foreign language teachers for technology-mediated instruction and the burnout conditions that characterized their transition from in-person to off-campus second/foreign language education during the covid-19 pandemic. The data were collected from 104 university instructors through a Google Forms® survey and a burnout questionnaire in a Mexican state which was severely hit by the virus in the spring of 2020. The survey elicited information about institutional conditions, teacher education and technology access and use. The burnout questionnaire explored exhaustion, depersonalization and accomplishment during off-campus technology-mediated language instruction. Both survey and questionnaire answers were subject to frequency analyses. In terms of teacher preparedness, data analyses revealed that the participants had a large number of teaching hours; they held sustained computer/Internet access but lacked technology-assisted language teaching training; thus, they independently sought out technological resources for the delivery of their lessons. With regard to burnout, data analyses indicated that many participants experienced exhaustion due to work overload, use of technology, and its proper integration in the lessons. Nonetheless, the use of technology helped them maintain interest in their learners, feel satisfaction and accomplish academic aims.