Learning activities in online EFL classrooms through the lens of learning theories

Abstract

Despite the fact that online learning, especially after the COVID-19 pandemic, has become the cornerstone of instruction all over the world, research on online learning activities has received little attention. To bridge the gap, this research investigated learning activities in online classrooms against the tenets of the prevalent learning theories, namely, behaviorism, cognitivism, constructivism, humanism, and connectivism. To meet the purpose of the study, a learning theory-based observation checklist was developed and used to observe 18 classes from two language schools in Guilan, Iran. In addition, semi-structured interviews were conducted to identify the extent to which teachers are influenced by learning theories in the selection of learning activities. The findings revealed that two learning theories, behaviorism and cognitivism, guided majority of the online EFL classrooms, with the former ruling the children's class and the latter governing the adult classes, respectively. However, activities connected to constructivism and humanism were occasionally observed, and Connectivism has totally been neglected. Considering this evidence, it can be inferred that online classes need to be revisited in light of learning theories, with teacher education as the first step.