Challenges of Teaching English Language Online: Teachers Perspective

Abstract

Virtual online teaching was adopted at the Iraqi educational institutions: schools and universities when COVID-19 break out. It was the only alternative to revival the education sector after locking down schools and universities by the condition of the quarantine. The scenario of locking down schools and universities after the spread of COVID-19 pandemic pushed stakeholders and decision makers to switch the educational process to the online mode (Thi1 &Minh, 2021). This sudden shift arose many issues and challenges which was faced by both teachers as well as learners, soon questions about the validity and authenticity of the educational process and outcomes were raised. The current study seeks to uncover hidden issues and challenges which English language teachers at Diyala University encounter at this critical period 2019-2022. A semi-structured interview was utilized as the instrument of this small scale qualitative and descriptive study. The qualitative raw data obtained from the interview transcripts were thematically coded and analyzed. The finding were interpreted in two directions: first: failure of the new online teaching process in obtaining the desired educational outcomes outlined by the ministries of education and higher education due to several reasons: uncontrolled examination session which led to student cheating and resulted in unauthentic grading marks. In addition to internet connection issues which is added to the teachers burden and affect negatively EFL teaching process. Secondly: it was proven that online teaching can be beneficial in the sense that it can save time and effort if new strategies of assessment were adopted, intensive training courses for teachers as well as students were applied, in addition to providing good internet service for both student and teacher.