Abstract
The purpose of this phenomenological study is to understand the lived experiences of socially disadvantaged students from the National University of Costa Rica who faced digital inequality during remote learning in the context of the COVID-19 pandemic, as well as their challenges vis-à-vis the transition to in-person classes in 2022. Using a hermeneutic phenomenological design, data were collected from semi-structured and focus-group interviews with five EFL students from two TESOL programs in Costa Rica. By and large, findings suggest that digital inequality (“constrained access to the internet and internet-connecting devices” (Katz, Jordan, and Ognyanova, 2021, p. 1) triggered a series of psychological issues such as anxiety, exhaustion, stress, depression, and frustration in students. They also indicate that informants faced further struggles transitioning back to face-to-face lessons once the pandemic was over. A host of strategies are identified, and suggestions for instructors and decision makers are outlined. Implications and recommendations for further research are provided to continue to tackle the disparities identified in the current study.
Presenters
Henry Sevilla MoralesAssociate Professor, English Department, National University of Costa Rica (UNA)- University of Costa Rica, Heredia, Costa Rica Lindsay Chaves Fernández
Faculty Member, School of Literature and Language Sciences, Universidad Nacional, Costa Rica, Heredia, Costa Rica
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
KEYWORDS
DIGITAL INEQUALITY, PHENOMENOLOGY, COVID-19, TRANSITION, MENTAL HEALTH
