Abstract
This study set out to explore Iranian English as a foreign language (EFL) teachers’ perceptions on the implementation of online EFL instruction. A mixed-methods design, including semi-structured interviews and questionnaires, was employed for the specific purposes of this study. A total of 242 EFL teachers participated in the questionnaire phase of the study. In addition, 46 EFL teachers participated in the interview phase of the study. The teachers worked at a number of universities, schools and language-teaching institutions in Iran. Results suggest that although the Iranian EFL teachers adopted moderately positive attitudes towards the implementation of online instruction, the majority of them preferred blended instruction to online instruction. At the same time, the study revealed that the implementation of online EFL instruction in Iran is challenging due to a number of perceived impediments and obstacles. The most considerable perceived challenges to the implementation of online EFL instruction comprise lack of online facilities and resources, lack of interaction in online instruction, cultural resistances to online instruction and teachers’ limited knowledge of online instruction. The findings of this study provided crucial insights into teachers’ perspectives on a number of measures that can be adopted to facilitate the integration of online instruction in the EFL context of Iran. The findings would provide valuable insights for educational authorities and course designers to integrate online instruction into the EFL curriculum.Keywords: online instruction; blended instruction; teachers' attitudes; challenges; English as a foreign language(Published: 14 March 2014)Citation: Research in Learning Technology 2014, 22: 20142 - http://dx.doi.org/10.3402/rlt.v22.20142
Highlights
In recent years, educational decision makers and course designers from a wide range of educational institutions and universities have expressed growing interest in the implementation of online instruction (Beatty and Ulasewicz 2006; Dawley 2007; Fish and Gill 2009)
The responses to the first question of the interview regarding the merits of online English as a foreign language (EFL) instruction showed the positive attitudes of the majority of EFL teachers
These courses will be accessible to all students. (Teacher 17) Well . . . the problem is that the current EFL courses which are based on traditional approaches to teaching EFL are not very motivating for EFL students
Summary
Educational decision makers and course designers from a wide range of educational institutions and universities have expressed growing interest in the implementation of online instruction (Beatty and Ulasewicz 2006; Dawley 2007; Fish and Gill 2009). The implementation of online EFL instruction has gained increased popularity in language-teaching and -learning contexts (Hubbard 2008; Shin and Son 2007; Stickler and Hauck 2006). Online instruction would offer a plethora of benefits and merits for various educational stakeholders. The benefits of online instruction include the opportunity for ubiquitous learning, convenience, cost-effectiveness, provision of educational opportunities for learners and instructors, accessibility, learner-centredness and improvement of students’ higher order thinking.
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