A microanalysis study of EFL teacher self-regulation in COVID-19 emergency remote teaching

Abstract Teacher self-regulation is under-studied yet important especially for teachers of English as a foreign language (EFL) who need to conduct remote teaching over the internet due COVID-19, known emergency (ERT). In light teacher development and model that consists three phases forethought, performance self-reflection, this qualitative study applies microanalysis method explore how one novice-level two master-level Chinese university EFL self-regulated their ERT teaching. After synthetical term frequency analysis using jiebaR, we summarised total 14 strategies corresponding categorised them into goals (three strategies), motivation self-control in self-observation (one strategy), self-judgment from class (two strategies) self-reaction strategy). We ended by proposing tentative context. Implications are provided.