Investigating users’ perspectives of using zoom for ELT: A teaching–learning lens

Abstract

This study investigates the effectiveness, potential, and challenges of utilizing the Zoom platform for online English language instruction, as perceived by EFL university students and their instructors. The research employed a mixed methods approach, integrating quantitative data from 67 student participants and qualitative insights from seven teachers. An ARCS (attention, relevance, confidence, and satisfaction) model questionnaire was used to assess students’ perceptions, while teachers’ perspectives were obtained through semi-structured interviews. The survey results were analyzed using SPSS v 24.0, and the interview data were thematically scrutinized. The findings indicated that Zoom effectively met students’ learning needs, captured their attention, and provided relevant content. However, sustaining long-term engagement and fostering students’ confidence were the remarkable challenges. From the teachers’ perspective, Zoom’s features, such as breakout rooms and interactive whiteboards, enhanced the learning experience. Notably, discrepancies emerged between student and teacher perceptions, particularly regarding technical difficulties, the absence of non-verbal cues, and attention retention issues. To address these challenges, the study recommends prioritizing technical support, providing orientation sessions, refining engagement approaches, and adopting blended learning to maximize the potential of Zoom. Overall, this study emphasizes the importance of addressing technical and engagement barriers to enhance the effectiveness of online platforms used for English language teaching (ELT).