EFL teachers' challenges in integration of technology for online classrooms during Coronavirus (COVID-19) pandemic in Iran
DOI:
https://doi.org/10.37134/ajelp.vol8.2.7.2020Keywords:
Teaching Challenges, Technology Integration, Coronavirus Pandemic, COVID-19Abstract
The implementation of technology has provided the significant opportunities for language teachers to adopt online application and instruments to enhance learners’ proficiency in complicated conditions such as Coronavirus pandemic. Subsequently, with the improvement of learning technologies, EFL teachers face various challenges in language teaching. This study investigates the challenges that EFL teachers face toward the implementation of online teaching during Coronavirus pandemic conditions particularly in Iran. In achieving the goals of this study, 30 EFL teachers who worked in English language institutes in Iran participated in the study. These institutes have been closed to prevent the side-effects of the virus. This research is an exploratory mixed method research whereby questionnaire and interviews were used to explore the teachers’ challenges in online teaching and the efficiency of online classrooms. This research focused on two research questions; Are the technology integration and online classes helpful during Coronavirus pandemic situation? and What are the most important challenges of teaching in integration of technology during Coronavirus pandemic situation? The findings indicated that, although Iranian EFL teachers could perform the applications and platforms efficiently, there are many challenges such as lack of appropriate materials, learners’ lack of attention and demotivation towards online classes, lack of funding and support for language institutions. In contrary to these problems, the results of the questionnaire which evaluate the technology efficiency in Iran, many teachers have positive beliefs about the adaptation of technology in Iran and mentioned that technologies can be fruitful for these situations to decrease the distance between learners and teachers. Moreover, EFL teachers, stockholders, policy makers, and institutions can benefit from the results of the study and analyze their performance during pandemic circumstances.
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