The COVID-19 pandemic profoundly disrupted education worldwide, forcing a rapid shift fromtraditional classroom instruction to online and remote learning. English language teaching(ELT), which often relies on interaction, immersion, and communicative practice, faced uniquechallenges. This literature review synthesizes findings from 15 influential studies publishedbetween 2020 and 2022, highlighting how educators, institutions, and learners adapted to thenew realities of teaching English during the pandemic. The review is organized thematically toexplore pedagogical shifts, technological integration, learner engagement, equity concerns, andevolving teacher identities. This document is added for archiving purposes. For more information visit www.aiu.edu.sy
Ranwa Khorsheed (Thu,) studied this question.