In this autoethnographic study, which was crafted during the early stages of the Covid-19 pandemic, I reflect on my experience of teaching English for Academic Purposes (EAP) remotely, as a result of the UK University closures during the pandemic, providing a firsthand view of Emergency Remote Teaching (ERT). I detail my feelings about both my professional and personal situation during the crisis, analysing the challenges and factors that re-shaped me professionally into an online EAP teacher. Furthermore, I reflect on the impact that remote teaching experience had on my perception of the role of an online EAP teacher. The autoethnographic method is used in this study, whereby I am simultaneously the researcher and the person at the centre of the research. The data is collected via my reflections and recollections, some having been inspired by my interactions with students, colleagues, and relatives. Based on the results of the literature review and my knowledge in this area, and considering that the situation is very recent, I believe my reflection on my teaching experience during the pandemic will contribute to research within this area by offering unique experiences and perspectives to reveal the complexity of this phenomenon.
Reproduced with the permission of the publisher
Hudson, J. 2022, 'Becoming an online EAP teacher: An autoethnographic reflection on teaching remotely during the coronavirus pandemic', Professional and Academic English, 29(1), pp. 7-20. https://eprints.gla.ac.uk/285522/