Future of English Language Literacy: University Students' Attitudes, Strategies, and Satisfaction with Emergency Remote Learning

The COVID-19 pandemic precipitated unprecedented disturbances in worldwide educational frameworks; however, it simultaneously encouraged advancements within the sector. In reaction to these challenges, policymakers and educational leaders promptly instituted emergency remote learning (ERL) as a substitute approach. This shift familiarized students with online education, mobile learning, and various digital platforms, leading to the notable acceptance of smartphones for English language acquisition at the tertiary level. This study attempts to provide an exploratory insight into the experience of private university English students regarding literacy through ERL during the COVID-19 pandemic. In a qualitative research design, data collection was purposively carried out by conducting semi-structured interviews with six master's-level students from three private universities in Dhaka, Bangladesh. The results show that the transition to ERL was sudden and unparalleled for the students. However, with all the challenges, some measures are necessary to make the English language classes at the tertiary level possible. This study highlights the need for empathy and a positive attitude by both students and teachers to adjust to the new learning environment to continue language literacy smoothly. It also underlines the need for more support from policymakers and authorities in maximizing the potential of ERL in English education.