COVID-19 struck at the beginning of 2020, affecting, among others, the education industry. As a result, a lock-down quarantine was declared, and on-campus classes were suspended. Accordingly, emergency remote teaching (ERT) was set into motion to solve the education issue. This research aimed to obtain the reflections of 20 Ecuadorian polytechnic university English teachers on their experiences using ERT during two semesters. This paper is based on an explanatory sequential mixed-methods research design that used a Likert-scale survey and interviews to respond to the established research questions. The findings show that, in a general sense, teachers were not ready for the sudden shift to ERT, which generated feelings of anxiety. The most significant disadvantage reported was the extra workload caused by adapting materials and giving feedback to students. The study suggests that changing classes from on-campus to ERT was not easy to carry out at the beginning of the pandemic. There are practical implications for language department managers as it gives them light to prepare for the continuing pandemic and any other crisis that might require ERT to be in practice again.
Keywords: COVID-19; ERT; Ecuador; English as a foreign language; Teacher’s reflections.
© The Author(s), under exclusive licence to Springer Nature Switzerland AG 2022.