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Guest Edited by Li Jin, Elizabeth Deifell, and Katie Angus
Table of Contents
Editorial
| Emergency Remote Language Teaching and Learning in Disruptive Times |
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| Li Jin , Elizabeth Deifell , Katie Angus | i-x |
Articles
| When “Blended” Becomes “Online” : A Data-Driven Study on the Change of Self- Directed Engagement During COVID-19 |
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| Dennis Foung , Julia Chen , Linda Lin | 1-25 |
| Connecting Through Flipgrid : Examining Social Presence of English Language Learners in an Online Course During the Pandemic |
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| Ellen Yeh , Grace Y. Choi , Yonty Friesem | 26-52 |
| Pivoting, Partnering, and Sensemaking : How Teachers Navigate the Transition to Remote Teaching Together |
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| Jillian M. Conry , Ann M. Wernick , Paige Ware | 53-78 |
| “Siempre Adistanciados” : Ideology, Equity, and Access in Peruvian Emergency Distance Education for Spanish as a Second Language |
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| Michele Back , Virginia Zavala , Raiza Franco | 79-102 |
Book Reviews
| Academic Writing with Corpora: A Resource Book for Data-Driven Learning by Tatyana Karpenko-Seccombe |
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| J. Elliott Casal | 103-107 |
| Creating Effective Blended Language Learning Courses: A Research-Based Guide from Planning to Evaluation by Daria Mizza and Fernando Rubio |
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| Kathryn Murphy-Judy | 108-112 |
| Open Education and Second Language Learning and Teaching: The Rise of a New Knowledge Ecology edited by Carl S. Blyth and Joshua J. Thoms |
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| Ananda Astrini Muhammad | 113-117 |
Learning Technology Reviews
| Hypothesis |
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| Crystal Rose-Wainstock | 118-128 |
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