This chapter offers a chronological narrative of the steps taken by the Centre for Foreign Language Study (CFLS) at Durham University to move language teaching, learning, and assessment online following the announcement of the global COVID-19 pandemic in March 2020. This includes immediate steps to suspend classroom teaching, a move to online…

This paper explores the way in which the Modern Languages team at the Oxford University Language Centre (OULC) sought to embrace the challenges of switching to a remote mode of teaching in the third term of 2019-20 as an opportunity to develop new ways of designing and delivering language courses for a flexible and hybrid future. It seeks to make…

This article aims to offer one perspective on ways that Lancaster University supported its staff in the rapid shift to online teaching and learning in the midst of a global pandemic. The approach centred around the upskilling of staff, with mixed engagement across the suite of support tools and resources, which can be compared to similar…

This contribution addresses the challenges brought on by the pandemic and argues that a forced acceleration in online teaching and assessment practices can become a sustainable model for the post-COVID-19 world. Technology is a great asset that provides learning opportunities for the whole community and the education sector should seek to adopt an…

The Innovative Language Pedagogy Report presents new and emerging approaches to language teaching, learning, and assessment in school, further education, and higher education settings. Researchers and practitioners provide 22 research-informed, short articles on their chosen pedagogy, with examples and resources. The report is jargon-free, written…

In December 2019, the University of Oxford Language Centre started to offer online courses in French, Spanish, and German at an advanced level. This not only enabled the Language Centre to pilot a new way of Modern Foreign Language (MFL) teaching ahead of the unprecedented 2020 health crisis, but also to open and expand 'Oxford to the world'. The…

This article explores how 40 first-year students in a compulsory English for Academic Purposes (EAP) course undertook written tasks during a semester suddenly undertaken online. The university in Japan described here provided on-demand lessons via the Learning Management System (LMS) during the first COVID-19 pandemic lockdown. Students prepared…

On March 23rd, at the University of Auckland (New Zealand), all lectures were suspended for a week. During this time, both students and staff made a considerable effort to prepare the online delivery of courses. In this chapter we discuss the impact of COVID-19 on the Italian beginners courses offered in Semester 1. With no certainty of when the…

Despite a rapid growth of Open Educational Resource (OER) availability, Thoms and Thoms (2014) note that few empirical studies examine the impact of OERs on foreign language learning and teaching. This paper presents an action research study investigating the embedding of selected components of DigiLanguages, an OER for Digital Literacies (DLs)…

The School of Cultures, Languages and Area Studies at the University of Nottingham hosted the fifth annual conference in the "Innovative Language Teaching at University" series. Under the heading "Enhancing participation and collaboration" the conference, organised by Cecilia Goria, Oranna Speicher and Sascha Stollhans, took…

The 25th European Association of Computer-Assisted Language Learning (EUROCALL) conference was hosted by Modern Languages and Linguistics at the University of Southampton, in the United Kingdom, from the 23rd to the 26th of August 2017. The theme of the conference was "CALL in a climate of change." The theme encompassed the notion of how…