The features of teaching methods in online hungarian language and literature lessons during pandemic

Abstract

Abstract. The first digital shift in public education in spring 2020 fundamentally changed the learning environment for students and teachers (Czirfusz et al. 2020). The face-to-face learning-teaching process shifted to digital, online platforms, and this changed the factors and strategies of classroom teaching (Orhan-Beyhan 2020; Rehn et al. 2018). The online learning environment has also influenced a number of factors in the first language classroom: the teacher-student relationship, the features of classroom discourse, the balance between grammar and literature lessons, the process of assessment and evaluation (Gonda 2021, Hollóy 2022, Jánk-Lőrincz 2021). This paper investigates, based on an interview study and a lesson-analysis study, how the digital curriculum has changed Hungarian teachers' perceptions of first language education and how it has influenced the activity forms and methods of teaching in synchronous online first language lessons. The main questions of this paper are the following: −−What communicational and methodological features define the online classroom? −−How has the Hungarian teachers' view of first language education changed during the digital curriculum period? −−How can the ratio between teacher and student talk be characterised in the online Hungarian (first language) classroom? −−Typically, what types of work arrangements and methods were used by Hungarian teachers in online first language lessons?