Abstract
This study aimed to uncover hidden factors influencing online teaching in Iran. In-depth semi-structured virtual interviews were conducted to understand English as a Foreign Language teachers' perceptions of online teaching in a state university located in an economically deprived province of the country. Data were analysed thematically, resulting in a number of sub-themes representing both benefits and drawbacks. In turn, the sub-themes were grouped under the following major themes; the impact other of the sudden transition to online education, financial influences, technology influences, and teacher self-efficacy. Despite the advantages of online teaching, there were a number of identified challenges, some beyond teachers' control, and some within. No evidence was found of interventions aimed at reducing the impacts of the challenges. Economic sanctions, strict restrictions on online activities, and technological limitations made effective online teaching extremely difficult, therefore demonstrating that shifts in government policy and resourcing, plus innovative methods of teaching and digital interventions, were needed.
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