Spanish Pre-Service EFL Teachers’ Perceptions of Emergency Remote Language Teaching

This study examines the perceptions of pre-service English as a foreign language (EFL) teachers their skills to face emergency remote teaching (ERLT) situations, and determine whether these vary according gender, age, university, or course. A cross-sectional survey model was used with 332 EFL studying in two Spanish universities, an onsite institution, distance university. After analyzing results, it can be said that participants’ ERLT are moderate, they significantly course, type but no statistically significant differences found regarding gender. The results guide teacher trainers researchers, reveal needs teach effectively situations.