Covid-19 forced university language programs to reevaluate and revolutionize their teaching practices. While in the years preceding the pandemic, many administrators and practitioners were reluctant to embrace blended or fully online language courses, these teaching/learning modalities quickly became the “new normal”. To monitor the efficacy of the courses offered remotely during the 2020/21 academic year, the Language Center of Libera Università di Bolzano administered a series of surveys to students – in addition to the data we routinely collect by way of our “big data” approach to language curriculum monitoring. These courses were offered both in an “extensive” and an “intensive” format. The responses to the surveys – in combination with course enrollment, participation, and completion data – offer an opportunity to investigate students’ attitudes and behavior toward remote teaching and learning, but also to compare intensive language teaching and learning with extensive language teaching and learning, a topic which has not received sufficient attention in the literature to-date. Notwithstanding the well-documented challenges associated with “emergency remote teaching”, we observed many positive experiences and outcomes. Our data is being used to inform decisions regarding which courses will continue to be taught fully or partially online in the years to come.

Aljawarneh, Shadi, and Juan A. Lara. 2021. "Data Science for Analyzing and Improving Educational Processes". Journal of Computing in Higher Education 33: 545-550.

https://doi.org/10.1007/s12528-021-09299-7

Baig, Maria Ijaz, Liyana Shuib, and Elaheh Yadegaridehkordi. 2020. "Big Data in Education: A State of the Art, Limitations, and Future Research Directions". International Journal of Educational Technology in Higher Education Volume 17 (44): 1-23.

https://doi.org/10.1186/s41239-020-00223-0

Basturkmen, Helen. 2010. Developing Courses in English for Specific Purposes. Basingstoke: Palgrave Macmillan.

https://doi.org/10.1057/9780230290518

Bonetto, Elena, Michael Joseph Ennis, e Dietmar Unterkofler. In corso di stampa. "Didattica, valutazione in itinere e certificazione della produzione orale al Centro Linguistico dell'Università di Bolzano". In Atti del XXIII Seminario AICLU. Padova: Università degli Studi di Padova.

Celentin, Paolo, Michel Daloiso, e Alice Fiorentino. 2021. "Didattica delle lingue straniere a distanza in situazione emergenziale. Gli Esiti di un'indagine a campione". Italiano LinguaDue 13 (1): 13-32.

Charmaz, Kathy. 2006. Constructing Grounded Theory: A Practical Guide through Qualitative Analysis. London: Sage.

Coskun, Abdullah, and Abdullah Arslan. 2014. "Moodling English Language Education". Education 134 (3): 275-281.

Derrick, Ben, and Paul White. "Comparing Two Samples from an Individual Likert Question". International Journal of Mathematics and Statistics 18 (2017): 1-13.

Dörnyei, Zoltán. 2000. "Motivation in Action: Towards a Process-Oriented Conceptualisation of Student Motivation". British Journal of Educational Psychology 70 (4): 519-538.

https://doi.org/10.1348/000709900158281

Dörnyei, Zoltán. 2005. The Psychology of the Language Learner: Individual Differences in Second Language Acquisition. Mahwah (NJ): Lawrence Erlbaum.

Dudley-Evans, Tony, and Maggie Jo St John. 1998. Developments in English for Specific Purposes. Cambridge: Cambridge University Press.

Ennis, Michael Joseph. 2020. "Motivating Italian University Students by Meeting their Needs: The Introduction of a Business English Track at the Free University of Bozen-Bolzano Language Centre". In Teaching Languages for Specific and Academic Purposes in Higher Education, edited by Elena Bonetto, Michael Joseph Ennis, and Dietmar Unterkofler, 243-264. Bolzano: bu,press.

Ennis, Michael Joseph, et al. 2021. "A Telecollaboration Project on Giving Online Peer Feedback: Implementing a Multilateral Virtual Exchange during a Pandemic". Journal of Language and Education 6 (4): 66-82.

https://doi.org/10.17323/jle.2021.11914

Ennis, Michael Joseph, et al. 2022. "A Pilot Course with Project-Based Learning in an Intensive English Program". Language Learning in Higher Education 11 (2): 57-85.

https://doi.org/10.1515/cercles-2022-2047

Farrell, Thomas S.C. 2019. Reflective Practice in ELT. Bristol: Equinox Publishing.

Fragai, Eleonora, Ivana Fratter, and Elisabetta Jafrancesco. 2020. "Insegnamento linguistico ed emergenza sanitaria. Riflessioni sulla DAD". Italiano LinguaDue 12 (2): 38-62.

Freeman, Donald. 1998. Doing Teacher-Research: From Inquiry to Understanding. Pacific Grove: Heinle & Heinle.

Gacs, Adam, Senta Goertler, and Shannon Spasova. 2020. "Planned Online Language Education versus Crisis-Prompted Online Language Teaching: Lessons for the Future". Foreign Language Annals 53: 380-392.

https://doi.org/10.1111/flan.12460

Gass, Susan. 2019. "To Do Intensive or Not to Do Intensive: That Is the Question". Keynote address at Intensive Language Teaching and Learning in Higher Education, Libera Università di Bolzano, October 25, 2019.

Gass, Susan, Ken Hyland, Alan Juffs, and Sue Starfield. 2019. "Conducting Research at Language Centers: Practical Perspectives from the Field". TESOL Quarterly 52 (4): 1108-1109.

https://doi.org/10.1002/tesq.484

Glaser, Barney G., and Anselm L. Strauss. 1999. The Discovery of Grounded Theory: Strategies for Qualitative. New York: Routledge.

Harpe, Spencer E. 2015. "How to Analyze Likert and Other Rating Scale Data". Currents in Pharmacy Teaching and Learning 7: 836-850.

https://doi.org/10.1016/j.cptl.2015.08.001

Hutchinson, Tom, and Alan Waters. 1987. English for Specific Purposes: A Learning-Centred Approach. Cambridge: Cambridge University Press.

Mackey, Alison, and Lara Bryfonski. 2018. "Mixed Methodology". In The Palgrave Handbook of Applied Linguistics Research Methodology, edited by Aek Phakiti, Peter De Costa, Luke Plonsky, and Sue Starfield, 103-121. London: Palgrave Macmillan.

https://doi.org/10.1057/978-1-137-59900-1_5

Mann, Steve, and Steve Walsh. 2013. "RP or RIP: A Critical Perspective on Reflective Practice". Applied Linguistics Review 4 (2): 291-315.

https://doi.org/10.1515/applirev-2013-0013

Marsh, Debra. 2012. Blended Learning: Creating Learning Opportunities for Language Learners. Cambridge: Cambridge University Press.

Murphy, Michael P.A. 2020. "Covid-19 and Emergency eLearning: Consequences of the Securitization of Higher Education for Post-Pandemic Pedagogy". Contemporary Security Policy 41 (3): 492-505.

https://doi.org/10.1080/13523260.2020.1761749

Palumbo, Giuseppe, and Ann Hill Duin. 2022. "Making Sense of the Response to Covid-19 in Higher Education: A Case Study of Crisis Communication in Two Universities". Lingue Culture Mediazioni / Languages Cultures Mediation - LCM 9 (2): 41-60.

https://doi.org/10.7358/lcm-2022-002-gpad

Rontu, Heidi, and Ulla-Kristiina Tuomi. 2014. "The Role of Research in Teaching-Oriented Institutions: A Case Study of University Language Centers in Finland". Language Learning in Higher Education 3 (2): 339-354.

Rontu, Heidi, and Ulla-Kristiina Tuomi. 2015. "Language Centre Teachers as Researchers: The Case of Finland". Language Learning in Higher Education 5 (2): 465-480.

https://doi.org/10.1515/cercles-2015-0022

Schütz, Alfred. 1971. "Strukturen der Lebenswelt". In Gesammelte Aufsätze III, herausgegeben von Ilse Schütz, 153-170. Dordrecht: Springer.

https://doi.org/10.1007/978-94-010-2727-4_8

Tomlinson, Brian, and Claire Whittaker. 2013. Blended Learning in English Language Teaching: Course Design and Implementation. London: British Council.

https://www.teachingenglish.org.uk/sites/teacheng/files/pub_D057_Blended%20learning_FINAL_WEB%20ONLY_v2.pdf

Unger-Ullmann, Daniela. 2018. "Evidence-Based Quality Improvement in University Language Didactics". Language Learning in Higher Education 8 (1): 173-185.

https://doi.org/10.1515/cercles-2018-0010

Walsh, Steve, and Steve Mann. 2015. "Doing Reflective Practice: A Data-Led Way Forward". ELT Journal 69 (4): 351-362.

https://doi.org/10.1093/elt/ccv018

Warmbrod, J. Robert. 2014. "Reporting and Interpreting Scores Derived from Likert-Type Scales". Journal of Agricultural Education 55 (5): 30-47.

https://doi.org/10.5032/jae.2014.05030