Underlying Factors Influencing the Quality of Online EFL Teaching in Higher Education: An Iranian Case Study

Autor/inn/en	Konuralp, Hilmiye; Topping, Keith J.
Titel	Underlying Factors Influencing the Quality of Online EFL Teaching in Higher Education: An Iranian Case Study
Quelle	In: Interchange: A Quarterly Review of Education, 54 (2023) 3, S.353-377 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Topping, Keith J.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0826-4805
DOI	10.1007/s10780-023-09499-3
Schlagwörter	Foreign Countries; Web Based Instruction; English (Second Language); Language Teachers; Teacher Attitudes; Disadvantaged Environment; Instructional Effectiveness; Educational Quality; Influences; College Faculty; Barriers; Affordances; Governance; Sanctions; Access to Computers; Online Courses; Iran + Suchen Sie Ihr Suchwort? Ausland; Web Based Training; English as second language; English; Second Language; Englisch als Zweitsprache; Language teacher; Sprachunterricht; Lehrerverhalten; Unterrichtserfolg; Quality of education; Bildungsqualität; Influence; Einfluss; Einflussfaktor; Fakultät; Education; Educational policy; Financing; Steuerung; Bildung; Erziehung; Bildungspolitik; Finanzierung; Sanction; Sanktion; Online course; Online-Kurs
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01