Abstract
The COVID-19 pandemic has prompted a global shift to online education, including English as a Foreign Language (EFL) courses in Chinese higher education. However, strategies to improve EFL online teaching in China are unexplored. This dissertation investigates the use, effectiveness, and challenges of EFL online courses in China during the pandemic. A descriptive correlational method was used to study the relationship among three variables, with data collected from 383 college English teachers in China. The results showed that EFL teachers are generally skilled at using online courses and find online EFL teaching effective. The main challenges identified were technological issues and reduced interaction. Age and teaching experience significantly impact online teaching utilization, effectiveness, and the ability to overcome these challenges. The study found a positive correlation between the extent of online teaching use and its effectiveness, and a negative correlation between use and challenges faced. As online teaching is used more and its effectiveness is increased, fewer challenges are faced. The dissertation suggests an interactive EFL online teaching model to optimize effectiveness and minimize challenges, offering a guide for delivering highly interactive and effective EFL online courses.
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