Michał B. Paradowski

Michał B. Paradowski

Michał B. Paradowski

Michał B. Paradowski is an associate professor at the Institute of Applied Linguistics, University of Warsaw, a teacher and translator trainer, and a language teaching consultant for television. His interests include second and third language acquisition research, foreign language teaching, bilingualism and multilingualism, educational technology, and English as a lingua franca. He has given over…

Michał B. Paradowski is an associate professor at the Institute of Applied Linguistics, University of Warsaw, a teacher and translator trainer, and a language teaching consultant for television. His interests include second and third language acquisition research, foreign language teaching, bilingualism and multilingualism, educational technology, and English as a lingua franca. He has given over 170 invited lectures, seminars and workshops in Europe, America, Africa and Asia, many in universities from the top of world rankings. His latest (2017) monograph appeared under the title M/Other Tongues in Language Acquisition, Instruction, and Use (Institute of Applied Linguistics, University of Warsaw).

Adaptacja nauczycieli i uczniów języków obcych do przejścia na nauczanie zdalne: Wyniki przekrojowego badania

The current SARS-CoV-2 pandemic has thrown educators and learners into the necessity of shifting to remote instruction with little prior warning. Since April, we have been carrying out a global longitudinal study (involving over 5,200 participants from 118 countries; average completion rate: 30%) investigating how language teachers and learners as well as linguistics instructors and students have been handling the transition. In particular, we aim to understand what circumstances, behaviours, attitudes and psychological traits have helped deal with the shift, and what caused difficulty. The comprehensive, 435-item survey contains sociobiographical variables, situational questions, as well as a battery of psychological testing instruments.

We have only just started work on the data, but can already reveal easily interpretable clusters of naturally correlating variables (Fig. 1; Authors, 2020). Crucially, the giant component of the four highly interconnected clusters associated with i) self-regulation/leadership-organisation potential, ii) engagement/openness, iii) positive orientation and iv) social skills/contacts (left hand-side of the graph, with the positive orientation cluster most central in the network) has a predominantly positive valence, while the three peripheral clusters related to v) family relationships, vi) future expectations and vii) remote instruction-related experiences and perspectives on students’ coping (right hand-side) are mainly negative.

In this contribution, we will identify the situational, attitudinal and psychological variables that strongly affect coping with the remote instruction. The findings will offer valuable guidelines in the case of potential future necessities of this kind, for instance in the event of a second wave of the pandemic, as well as help language teachers and learners as well as linguistics instructors and students outside the narrow context of distance learning.