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Distance Learning, Communication and Affectivity

Pablo Fernández Domínguez    Alma Mater Studiorum Università di Bologna, Italia    



The irruption of new technologies in teaching in general, and in the second language classroom in particular, has had a great impact on didactic and pedagogical methods in recent years. This has led teachers to have to update and adapt the tools and dynamics with which they work in the classroom. The COVID-19 pandemic has meant a forced transformation without the possibility of choice, which may have been traumatic for some sectors of the world of education. The aim of this article is to contextualise the history of virtual and distance didactics, expose its virtues and shortcomings and analyse two of the areas that, in the Author’s opinion, experienced a greater impact in this new scenario: non-verbal communication and the affective dimension.

Dec. 16, 2022
Oct. 26, 2022
March 21, 2022

Keywords: Affective dimensionCommunicationNon-verbal communicationSegundas lenguasColaboraciónMotivationRol docenteVirtual learningDidáctica virtualComunicación no verbalComunicaciónDimensión afectivaInteracciónCollaborationMotivaciónInteractionSecond languagesDistance learningDidáctica a distancia

Copyright: © 2022 Pablo Fernández Domínguez. This is an open-access work distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction is permitted, provided that the original author(s) and the copyright owner(s) are credited and that the original publication is cited, in accordance with accepted academic practice. The license allows for commercial use. No use, distribution or reproduction is permitted which does not comply with these terms.