In early 2020, the abrupt global outbreak of the COVID-19 pandemic prompted Emergency Remote Teaching (ERT) in all fields of education. This abrupt transition to online teaching and learning shocked most language educators. Practitioners and researchers around the globe raised questions and concerns as a result of the rapid planning and implementation. In this study, which forms part of an international survey on educators' attitudes and online teaching activities during the pandemic, we look into EFL instructors' behaviours within the Greek educational system. More specifically, the article presents EFL educators’ attitudes towards online learning and their reported feelings of confidence and satisfaction when facing the challenges of converting their face-to-face (F2F) courses into online ones during the COVID-19 pandemic. As a result of our study, we were able to look into the psychological and instructional difficulties the Greek ELT community experienced when reimagining synchronous and asynchronous teaching in a digital environment. Finally, the article discusses the impact and some of the lessons learned from this national experience.
Keywords: Language Education; Emergency Remote Teaching; Teaching Online; Digital Literacies; Teacher Education; COVID-19