CELTA tutors' beliefs about online tutoring practices

Although a number of studies have explored the experiences of remote English language teaching in response to COVID-19, yet to be addressed is English language teacher-educators' beliefs regarding their online tutoring practices. This article reports on the finding of a study which attempted to identify tutors' beliefs about the differences between face-to-face (F2F) and online tutoring and the knowledge and skills required for online tutoring. Data collected through a questionnaire and follow-up interviews reveal that instructional strategies were regarded as a main difference between F2F and online tutoring, followed by the use of technology. However, knowledge about technology and how to use it was believed to be most important for tutoring in an online environment. Implications of the study include creating structured professional learning opportunities for online tutors, incorporating a focus on managing well-being, and developing awareness of the trainees' sociocultural context.

Automated summary

Although many studies have examined the experiences of remote English language teaching during COVID-19, little attention has been paid to English language teacher-educators' beliefs about their online tutoring practices. This article presents the findings of a study that aimed to identify tutors' beliefs about the differences between face-to-face (F2F) and online tutoring, as well as the knowledge and skills required for online tutoring. Data collected through a questionnaire and interviews revealed that instructional strategies were seen as the main difference between F2F and online tutoring, followed by the use of technology. However, the importance of technology knowledge and skills for online tutoring was emphasized. The implications of the study include providing structured professional development opportunities for online tutors, addressing well-being, and promoting awareness of trainees' sociocultural context.