Adapting EAP pedagogy for online learning: ​ lessons from emergency remote teaching ​

Abstract

This study examines how English for Academic Purposes (EAP) practitioners adapted their teaching methodologies during Emergency Remote Teaching (ERT) in a UK university’s online pre-sessional programme (PSP), focusing on technology-enhanced pedagogy and its implications for Computer-Assisted Language Learning (CALL). Using qualitative methods, including reflections from discussion forums and interviews with 25 practitioners, this research explores how educators re-evaluated and restructured their online teaching practices, integrating digital tools to enhance learning outcomes. Findings indicate that most practitioners initially attempted to replicate in-person teaching but soon recognised the distinct affordances and constraints of online environments. Adjustments included more structured lesson planning, the integration of asynchronous learning to complement synchronous interactions, and a shift towards flipped learning methodologies. Practitioners also developed multimodal engagement strategies, incorporating collaborative tools to facilitate student participation. Additionally, concept-checking strategies were adapted for the online setting, leveraging chat-based responses, emoji reactions, and structured questioning techniques to foster interaction. This study contributes to CALL research by offering insights into the evaluation and re-evaluation of teaching methodologies in digital EAP contexts. It also highlights the role of digital tools in supporting second language acquisition and student engagement in synchronous and asynchronous online learning environments. As EAP pedagogy continues to evolve in the digital landscape, this research underscores the importance of CALL-informed professional development to support practitioners in advancing digital EAP pedagogies