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Abstract This study adopted a mixed methods approach to explore the impact of emergency remote language teaching (ERLT) in the spring of 2020 on 662 U.S.‐based college‐level world language educators’ intention to teach languages online in postpandemic times. Quantitative and qualitative data were collected from an online questionnaire and follow‐up interviews. The quantitative data were analyzed through exploratory factor analysis, confirmatory factor analysis, and structural path analysis, which identified 3 factors—perceived values of online language teaching, self‐confidence in online language teaching, and stress felt during ERLT—having significant positive predictions of world language educators’ intention to teach online in the future. All other ERLT‐related factors had indirect effects on their intention. Typological analysis was conducted with qualitative data, which revealed primary reasons for the 3 types of intention to teach online in the future. The results indicate that U.S.‐based college‐level world language educators were generally positive about adopting online language teaching in postpandemic times after the ERLT experience, although many preferred hybrid teaching if given the choice.
Jin et al. (Sun,) studied this question.