<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2448-878X</journal-id>
<journal-title><![CDATA[Revista latinoamericana de estudios educativos]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. latinoam. estud. educ.]]></abbrev-journal-title>
<issn>2448-878X</issn>
<publisher>
<publisher-name><![CDATA[Universidad Iberoamericana (México)]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2448-878X2025000100405</article-id>
<article-id pub-id-type="doi">10.48102/rlee.2025.55.1.668</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Desafíos de la enseñanza remota de lenguas extranjeras en tiempos de pandemia]]></article-title>
<article-title xml:lang="en"><![CDATA[Challenges of Remote Foreign Language Teaching in Times of Pandemic]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ortiz Lovillo]]></surname>
<given-names><![CDATA[María del Pilar]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Gidi Martí]]></surname>
<given-names><![CDATA[Daniel Jacobo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Libreros Cortez]]></surname>
<given-names><![CDATA[Héctor]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Veracruzana  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Veracruzana  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad de Amberes  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>México</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2025</year>
</pub-date>
<volume>55</volume>
<numero>1</numero>
<fpage>405</fpage>
<lpage>429</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S2448-878X2025000100405&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S2448-878X2025000100405&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S2448-878X2025000100405&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen La enseñanza remota de emergencia implementada durante la pandemia de Covid-19 impuso desafíos pedagógicos a los docentes de diversos contextos geográficos. El presente estudio cualitativo tiene por objetivo explorar las experiencias de ocho profesores de lenguas extranjeras provenientes de cinco universidades sobre la enseñanza remota durante la pandemia, con la finalidad de documentar vivencias educativas procedentes de contextos socioculturales diversos. Para la recolección de la información se utilizó una adaptación virtual de la clásica entrevista semiestructurada. Los hallazgos muestran que los maestros desarrollaron experiencias diferenciadas sobre la modalidad virtual y enfrentaron retos asociados la enseñanza de la pronunciación, la revisión de actividades de escritura, la comprensión auditiva, la interacción y la expresión orales durante la formación. La reflexión de estos puntos podría ser útil para analizar posibles escenarios futuros, en vista del panorama mundial climático-sanitario y de la posibilidad de emplear nuevamente la enseñanza remota para la formación.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The emergency remote teaching implemented during the Covid-19 pandemic imposed pedagogical challenges on teachers in diverse geographical contexts. This qualitative study aims to explore the experiences of eight foreign language teachers from five universities on remote teaching during the pandemic, in order to document educational experiences from diverse sociocultural contexts. A virtual adaptation of the classic semi-structured interview was used to collect the information. The findings show that teachers developed differentiated experiences on the virtual modality and faced challenges associated with teaching pronunciation, reviewing writing activities, listening comprehension, interaction, and oral expression during the training. Reflecting on these points could be useful for analyzing possible future scenarios, in view of the global climate-health landscape and the possibility of using remote teaching again for training.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[educación a distancia]]></kwd>
<kwd lng="es"><![CDATA[docencia]]></kwd>
<kwd lng="es"><![CDATA[estudiante]]></kwd>
<kwd lng="es"><![CDATA[enseñanza superior]]></kwd>
<kwd lng="es"><![CDATA[aprendizaje en línea]]></kwd>
<kwd lng="en"><![CDATA[distance education]]></kwd>
<kwd lng="en"><![CDATA[teaching]]></kwd>
<kwd lng="en"><![CDATA[student]]></kwd>
<kwd lng="en"><![CDATA[higher education]]></kwd>
<kwd lng="en"><![CDATA[online learning]]></kwd>
</kwd-group>
</article-meta>
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