Abstract :

The COVID-19 Pandemic Precipitated An Unprecedented Transformation In English Language Teaching Across Indian Higher Education Institutions, Forcing A Sudden And Largely Unprepared Transition From Traditional Face-to-face Instruction To Online And Blended Learning Modalities. This Paper Examines The Challenges, Innovations, And Implications Of English Teaching During The Pandemic, Drawing On Empirical Studies Conducted Between 2020 And 2022. The Analysis Reveals That English Teachers Faced Significant Obstacles Including The Digital Divide, Inadequate Institutional Support, Difficulties In Online Assessment, And Challenges In Maintaining Student Engagement. Simultaneously, The Pandemic Stimulated Pedagogical Innovations In Formative Assessment Practices, Digital Literacy Integration, And The Development Of Blended Learning Frameworks. This Paper Argues That The Pandemic Experience Has Fundamentally Reshaped English Language Pedagogy In India, With Lasting Implications For Postpandemic Education. The Findings Highlight The Importance Of Addressing Digital Infrastructure Gaps, Investing In Teacher Training, And Developing Contextually Appropriate Blended Learning Models That Balance The Benefits Of Online And Face-to-face Instruction. Keywords: English Language Teaching, Higher Education, COVID-19 Pandemic, Online Learning, Blended Learning, Digital Divide, Formative Assessment, India

Published:

30-5-2022

Issue:

Vol. 22 No. 5 (2022)

Page Nos:

12-19

Section:

Articles

License:

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

How to Cite