ENGLISH LANGUAGE TEACHING IN PRE-COVID, AMIDST THE COVID-19 PANDEMIC AND POST-COVID ERAS: A COMPARATIVE ANALYSIS

This comparative analysis examines the evolution of English Language Teaching (ELT) methodologies, practices across three distinct temporal periods: the pre-COVID era (2015-2019), the pandemic period (2020-2022), and the emerging post-COVID landscape (2023-present). Through a comprehensive review of pedagogical shifts, technological integration, and learner outcomes, this study reveals significant transformations in ELT practices precipitated by the global health crisis. The research demonstrates that while the pandemic initially disrupted traditional teaching paradigms, it subsequently catalysed innovative approaches that have fundamentally reshaped contemporary language education. Key indicators of this transformation include a permanent a permanent shift towards blended learning models, enhanced digital literacy amongst educators, and modified assessment strategies that continue to influence post-pandemic ELT practices. In conclusion, this comparative analysis of English Language Teaching across pre-COVID, pandemic, and post-COVID eras reveals a field that has undergone fundamental transformation whilst maintaining commitment to core pedagogical principles. The crisis-driven innovations of the pandemic period have evolved into sophisticated blended learning approaches that offer enhanced flexibility, accessibility, and effectiveness compared to traditional single-modality instruction. The progression from established pre-COVID practices through emergency adaptations to contemporary integrated approaches illustrates the ELT field's remarkable capacity for innovation and adaptation. While the pandemic initially appeared to threaten traditional language teaching approaches, it ultimately strengthened the field by expanding pedagogical possibilities and enhancing practitioner competencies.