Abstract

Technology has been called to the rescue on a number of occasions, be it in large classes, under-resourced contexts, after earthquakes or other natural disasters. The COVID-19 pandemic which struck the whole world in Spring 2020 and afterwards necessitated a sudden shift from face-to-face to distance teaching. With no preparation, no training and very little support from the state, language teachers had to find their own ways transferring language instruction to the online medium. The paper explores the modes, approaches, affordances and obstacles of COVID-era grammar and vocabulary teaching in Poland. Apart from examining the shape of online teaching from two perspectives (student teachers and school teachers), the study confronts the approaches used in Polish schools against well-established models: stages of CALL (Warschauer ?E?Eealey, 1998, Bax, 2003), SAMR (Puentedura, 2006) and Skills pyramid (Hampel & Stickler, 2005).

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