Practical, technical, and affective aspects of teaching English online as a foreign language during the pandemic: Instructors’ voices

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SLAVERY : THEORY AND PRACTICE, vol.10, no.1, pp.1-9, 2021 (Peer-Reviewed Journal)


The aim of this study was to investigate English as a Foreign Language (EFL) instructors’ apperceptions about practical, technical, and affective aspects of online teaching as a result of the Covid-19 pandemic. Our study involved qualitative data collection using an open-ended interview form, including three sections developed by the researchers. EFL instructors (N =18) from randomly selected three state and three private universities of Turkey participated in the study. The results of the content analysis indicated that instructors perceived the distance teaching environment less favorably than the face-to-face environment, although they generally feel competent using the technology. However, the instructors were also found to have negative attitudes towards the psychology of distance teaching by reporting it as boring and an awkward way of teaching. The study concluded that EFL instructors regard distance teaching as inconvenient since teaching and learning foreign languages involve face-to-face interaction and higher learner engagement and motivation.