Abstract
This article investigates potential difficulties encountered by IELTS teachers when moving from offline teaching to online, taking advantage of the massive empirical data that emerged in an IELTS coaching institution in China. It also provides teachers with pedagogical suggestions on dealing with such problems so as to better help them with such transition. Besides, this research explores students’ preference between online and offline IELTS courses in terms of learning different sub-modules and in different class sizes.
| Translated title of the contribution | IELTS Teaching and Learning in COVID-19 Era: Massive Transition from Offline to Online |
|---|---|
| Original language | Chinese (Simplified) |
| Pages (from-to) | 128-135 |
| Journal | Overseas English Testing: Pedagogy and Research |
| Volume | 3 |
| Issue number | 3 |
| DOIs | |
| Publication status | Published - 2021 |