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Trauma-Informed and Inclusive Assessment of Productive Skills in Online Emergency ELT Classes: A Netnography Study of an English Language Training Center
Abstract
Using a netnography design, the current study attempts to discover in the middle of the COVID-19 pandemic, how teachers alter their assessment approach to account for students' vulnerability to traumas and how institutional regulations and administrative actions impact these assessment plans in online emergency ELT speaking and writing classes. Three teachers from beginner, intermediate, and advanced classes took part in the investigation throughout 12 asynchronous and synchronous sessions. The qualitative data were collected using observation notes and interviews with the three teachers. The findings reveal that although the teachers have been trained in trauma-informed assessment practices prior to their course, they could not always succeed in implementing these practices. However, it is worth noting that their classrooms often share the common characteristics of a trauma-informed approach, and institutional policies and administrative decisions could significantly affect the trauma-informed practices of the online emergency ELT classrooms.
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