ENGLISH AS FOREIGN LANGUAGE TEACHERS IN MEXICAN PUBLIC PRIMARY SCHOOLS: READINESS FOR EMERGENCY REMOTE TEACHING AND CHALLENGES FOR POST-PANDEMIC TIMES

This study examines the use of Information and Communication Technologies (ICT) by English as a Foreign Language (EFL) teachers in Mexican public primary schools, assessing their readiness for Emergency Remote Teaching (ERT) during the COVID-19 pandemic and identifying challenges for post-pandemic times. A structured questionnaire was administered to a non-probabilistic sample of 279 EFL teachers from northwest Mexico. The instrument comprised items related to the frequency and purpose of ICT use, as well as institutional and personal factors influencing ICT integration. Descriptive analysis was performed on the data. Results indicate that over half of the teachers used ICT frequently in their teaching practice. However, they relied on a limited variety of general technological tools that were not specifically designed for English language teaching. Teachers primarily used ICT for preparatory activities such as gathering resources and administrative purposes like recording student performance, rather than for direct instructional purposes in the classroom. The most frequently used tools included email for communication, navigation tools for gathering information, and productivity software for class preparation and management. While teachers perceived themselves to be competent in technological, pedagogical and content-related aspects, the actual variety of ICT tools used suggests they were not well- prepared for the sudden transition to ERT during the pandemic. This unreadiness appears mainly attributable to institutional factors, including insufficient resources, inadequate training, and unsupportive teaching conditions. Among personal factors, performance expectancy positively influenced teachers' ICT use, while factors such as facilitating conditions had a negative influence. The study concludes that EFL teachers in Mexican public primary schools were generally unprepared in terms of ICT use for ERT during the COVID-19 pandemic, largely due to institutional barriers. To better prepare teachers for post-pandemic education, whether remote, technology- enhanced, or newly emerging formats, several challenges need to be addressed at multiple levels. At the teacher level, it is essential to provide training and support to strengthen their technological, pedagogical, content- related, and socio-emotional skills for emergency teaching contexts. Addressing institutional barriers regarding resources, training, and teaching conditions is also crucial. For students, ensuring equitable access to education, especially for disadvantaged groups, and providing resources and support for socio-emotional wellbeing should be prioritized. Parents also need to be equipped with the necessary tools and knowledge to support their children's learning in emergency situations. Furthermore, leadership and policymakers play a critical role in providing comprehensive training, improving ICT infrastructure, addressing problems of educational inequality, and exploring alternatives to challenges such as the lack of digital devices and connectivity. Collaboration among educational authorities is necessary to develop effective strategies for integrating ICT in ELT and preparing for future emergencies. Proactive leadership is needed to better support teachers and learners in navigating the complex educational demands of the post-pandemic era. The insights from this study on EFL teachers in Mexican public primary schools may have broader relevance to other developing country contexts facing similar challenges in integrating ICT in education and adapting to emergency remote teaching situations. Further research could explore the long-term impact of the pandemic on ICT integration in ELT.