Back to the Physical Classroom: What Changed in IEP Reading Instruction in the Wake of the COVID-19 Pandemic

Abstract

Amid an overall transition to remote work and online learning, this research investigates the adaptations of Intensive English Program (IEP) reading instructors in their transitions into the physical classroom. Adopting a qualitative methodology, the researchers conducted semi-structured interviews with eight IEP instructors from a mid-sized university located in the Mid-Atlantic region to capture their experiences and perceived changes to their teaching practices following the pandemic. Results demonstrated increased integration and acceptance of online tools in face-to-face settings, a major pedagogical transition. Instructors reported varied engagement challenges and a reliance on technology to mediate these issues, reflecting a hybrid teaching environment where digital and traditional methods coexist. This research responds to the ongoing changes typical of reading instruction by providing insight into the opportunities presented by and potential pitfalls of the transition.