Emergency Remote Teaching during the Covid-19 and the Sources of Stress for EFL Students: A Qualitative Study

Abstract

This study intended to identify the sources of stress for EFL students in their transition to emergency remote teaching amid the Covid-19 pandemic. Drawing on the genealogy of emotions and Braun and Clarke’s (2006) thematic analysis method, this qualitative study analyzed interview transcripts and emotion diaries gleaned from students over the course of an academic semester. The findings pointed to 4 categories of stressors including academic-related stressors which comprised online exams, students’ English competency, content-related stressors, and instructional quality. The category of stressors regarding psychological issues also concerned students’ low self-concept and efficacy beliefs, students comparing themselves to others, adapting learning styles, and social interactions and expectations. Life-related stressors encompassed students’ concerns about their future life, work-life balance, health and safety at the time of the global pandemic, and distractions and multitasking while students were in class. Finally, technical problems and students’ technological skills were recognized as the last source of stress. The findings were then discussed in the light of unique sources of stress attributed to the digital nature of remote learning and the need for a broader conceptualization of students’ proficiency in an e-learning context. Finally, the study concluded with empirical implications for teachers, policy makers, health providers, and counselors.