Teachers' Readiness for Online Language Teaching

Document Type : research article

Author

School of Education, The University of Newcastle, Australia

Abstract

The current study presents the narrative inquiry results of a survey that explores teachers' lived experiences of transitioning to online teaching amid the COVID-19 outbreak in the Iranian EFL context. The collected data from 28 teachers through a qualitative questionnaire were analyzed to understand how EFL teachers perceived their readiness for online teaching, what challenges they encountered during the transition, and how they developed their online teaching skills to overcome the obstacles. The findings established that EFL teachers were employed a restricted CALL before the pandemic in their classes. Also, their knowledge of online teaching was inadequate. Moreover, they were not well-prepared for such a massive transition from face-to-face to online teaching. This unanticipated transition brought about many challenges, but EFL teachers set out to develop their online teaching skills to overcome such obscurities. Most of the teachers' development was through self-development and nested within micro and mesosystems. The findings showed that a successful shift to online teaching is not achievable only by teachers' self-development but several layers of micro-, meso-, exo-, and macrosystems are involved. Apart from contributing to Computer-Assisted Language Learning (CALL) literature, this study provides valuable insights to CALL teacher educators and professional development course designers, and decision-makers.

Keywords

Main Subjects

References

Alavi, S. M., Borzabadi, D., & Dashtestani, R. (2016). Computer literacy in learning academic English: Iranian EAP students' and instructors' attitudes and perspectives. Teaching English with Technology, 16(4), 56–77. 
Alzahrani, F. Y., & Althaqafi, A. S. (2020). EFL teachers' perceptions of the effectiveness of online professional development in higher education in Saudi Arabia. Higher Education Studies, 10(1), 121-131. https://doi.org/10.5539/hes.v10n1p121
Atai, M. R., & Dashtestani, R. (2013). Iranian English for academic purposes (EAP) stakeholders' attitudes toward using the Internet in EAP courses for civil engineering students: Promises and challenges. Computer Assisted Language Learning, 26(1), 21-38. https://doi.org/10.1080/09588221.2011.627872
Badiozaman, I. F. A. (2021). Exploring online readiness in the context of the COVID-19 pandemic. Teaching in Higher Education. https://doi.org/10.1080/13562517.2021.1943654
Bataineh, R. F., Bani-Hani, N. A., & Bataineh, R. F. (2020). Does it really help? Merits and demerits of CALL implementation as perceived by Jordanian primary-stage EFL teachers. Frontiers of Contemporary Education, 1(1), 36-45. http://dx.doi.org/10.22158/fce.v1n1p36
Baxen, J. (2008). Using narratives to develop a hermeneutic understanding of HIV/AIDS in South Africa. Compare: A Journal of Comparative and International Education, 38(3), 307-319. https://doi.org/10.1080/03057920802066600
Bernard, H. R., & Ryan, G. W. (2010). Analyzing qualitative data: Systematic approaches. SAGE.
Bertaux, D. (1981). From the life-history approach to the transformation of sociological practice. In D. Bertaux (Ed.), Biography and society: The life history approach in the social sciences (pp.29-45). SAGE.
Bevan, M. T. (2014). A method of phenomenological interviewing. Qualitative Health Research. 24(1),136-144.
Bronfenbrenner, U. (1979). The ecology of human development. Harvard University Press.
Bronfenbrenner, U. (1993). The ecology of cognitive development: Research models and fugitive findings. In R. H. Wozniak & K. W. Fischer, (Eds.), Development in context: Acting and thinking in specific environments (pp. 3–44). Lawrence Erlbaum Associates.
Bronfenbrenner, U. (1994). Ecological models of human development. In M. Gauvain & M. Cole (Eds.), Readings on the development of children (pp. 37–43). Freeman.
Bronfenbrenner, U. (2005). Making human beings human: Bioecological perspectives on human development. SAGE.
Brooks, D. C., & Grajek, S. (2020, March 12). Faculty readiness to begin fully remote teaching. Educause Review. https://er.educause.edu/blogs/2020/3/faculty-readiness-to-begin-fully-remote-teaching
Bruggeman, B., Tondeur, J., Struyven, K., Pynoo, B., Garone, A., & Vanslambrouck, S. (2021). Experts speaking: Crucial teacher attributes for implementing blended learning in higher education. The Internet and Higher Education, 48, 100772. https://doi.org/10.1016/j.iheduc.2020.100772
Canals, L., & Al-Rawashdeh, A. (2019). Teacher training and teachers' attitudes towards educational technology in the deployment of online English language courses in Jordan. Computer Assisted Language Learning, 32(7), 639-664. https://doi.org/10.1080/09588221.2018.1531033
Chapelle, C., & Jamieson, J. (1986). Computer‐assisted language learning as a predictor of success in acquiring English as a second language. TESOL Quarterly, 20(1), 27-46. https://doi.org/10.2307/3586387
Chen, J. (2017). Exploring primary teacher emotions in Hong Kong and Mainland China: A qualitative perspective. Educational Practice and Theory, 39(2), 17-37. http://dx.doi.org/10.7459/ept/39.2.03
Creswell, J. W. (2013). Qualitative inquiry & research design: Choosing among five approaches (3rd ed.). SAGE.
Cutri, R. M., & Mena, J. (2020). A critical reconceptualization of faculty readiness for online teaching. Distance Education, 41(3), 361-380. https://doi.org/10.1080/01587919.2020.1763167
Dashtestani, R. (2013). Implementing mobile-assisted language learning (MALL) in an EFL context: Iranian EFL teachers' perspectives on challenges and affordances. The JALTCALL Journal, 9(2), 149–168. http://dx.doi.org/10.29140/jaltcall.v9n2.153
Dashtestani, R. (2014a). Computer literacy of Iranian teachers of English as a foreign language: Challenges and obstacles. International Journal of Pedagogies and Learning, 9(1), 87-100. https://doi.org/10.1080/18334105.2014.11082022
Dashtestani, R. (2014b). EFL teachers' knowledge of the use and development of computer-assisted language learning (CALL) materials. Teaching English with Technology, 14(2), 3-26.
Dashtestani, R., & Hojatpanah, S. (2020). Digital literacy of EFL students in a junior high school in Iran: voices of teachers, students and Ministry Directors. Computer Assisted Language Learning. https://doi.org/10.1080/09588221.2020.1744664
Davis, F. D., Bagozzi, R. P., & Warshaw, P. R. (1989). User acceptance of computer technology: A comparison of two theoretical models. Management Science, 35(8), 982–1003.
Denzin, N. K., & Lincoln Y. S. (Eds.). (2003). Collecting and interpreting qualitative materials (2nd ed.). SAGE.
Desimone, L. M., & Garet, M. (2015). Best practices in teachers' professional development in the United States. Psychology, Society, & Education, 7(3), 252-263. http://dx.doi.org/10.25115/psye.v7i3.515
Dizon, G., & Thanyawatpokin, B. (2021). Language learning with Netflix: Exploring the effects of dual subtitles on vocabulary learning and listening comprehension. CALL-EJ, 22(3), 52-65.
Dixon, F. A., Yssel, N., McConnell, J. M., & Hardin, T. (2014). Differentiated instruction, professional development, and teacher efficacy. Journal for the Education of the Gifted, 37(2), 111–127. https://doi.org/10.1177%2F0162353214529042
Dudeney, G., Hockly, N., & Pegrum, M. (2013). Digital literacies. Pearson.
Eghtesad, S., & Mehrabi, M. (2021). Investigating Iranian virtual language instructors’ technological pedagogical content knowledge: The case of English and French language instructors. Journal of Foreign Language Research. https://dx.doi.org/10.22059/jflr.2021.316523.793
Fatemi Jahromi, S. A., & Salimi, F. (2013). Exploring the human element of computer-assisted language learning: An Iranian context. Computer Assisted Language Learning, 26(2), 158-176. https://doi.org/10.1080/09588221.2011.643411
Gergen, K. J. (1985). The social constructionist movement in modern psychology. American Psychologist, 40(3), 266–275. https://doi.org/10.1037/0003-066X.40.3.266
Gómez-Parra, M.-E. (2021). Impact of virtual vs. face-to-face learning on 21st-century skills among pre-service bilingual teachers. Aula Abierta, 50(2), 593-602. https://doi.org/10.17811/rifie.50.2.2021.593-602
Gray, L., Thomas, N., & Lewis, L. (2010). Teachers' use of educational technology in U.S. public schools: 2009 (NCES 2010-040). National Center for Education Statistics, Institute of Education Sciences, U.S. Department of Education.
Hedayati, M., Reynolds, B., & Bown, A. (2018). The impact of computer-assisted language learning training on teachers' practices. Journal of Language Teaching and Research, 9(6), 1127-1137. http://dx.doi.org/10.17507/jltr.0906.02
Hiver, P., & Dörnyei, Z. (2015). Language teacher immunity: A double-edged sword. Applied Linguistics, 1(20), 1–20. https://doi.org/10.1093/applin/amv034
Hobbs, R., Ranieri, M., Markus, S., Fortuna, C., Zamora, M., & Coiro, J. (2017). Digital literacy in higher education: A report. Media Education Lab.
Hong, K. H. (2010). CALL teacher education as an impetus for L2 teachers in integrating technology. ReCALL, 22(1), 53-69. https://doi.org/10.1017/S095834400999019X
Hsu, L. (2016a). An empirical examination of EFL learners' perceptual learning styles and acceptance of ASR-based computer-assisted pronunciation training. Computer Assisted Language Learning, 29(5), 881-900.  https://doi.org/10.1080/09588221.2015.1069747
Hsu, L. (2016b). Examining EFL teachers' technological pedagogical content knowledge and the adoption of mobile-assisted language learning: A partial least square approach. Computer Assisted Language Learning, 29(8), 1287-1297. https://doi.org/10.1080/09588221.2016.1278024
Hubbard, P., & Levy, M. (2006) (Eds.). Teacher education in CALL. John Benjamins.
Hung, M. L., Chou, C., Chen, C. H., & Own, Z. Y. (2010). Learner readiness for online learning: Scale development and student perceptions. Computers & Education, 55(3), 1080-1090. https://doi.org/10.1016/j.compedu.2010.05.004
Laabidi, Y., & Laabidi, H. (2016). Barriers affecting successful integration of ICT in Moroccan universities. Journal of English Language Teaching and Linguistics, 1(3), 203-214.
Lucas, M. (2020). External barriers affecting the successful implementation of mobile educational interventions. Computers in Human Behavior, 107, 105509. https://doi.org/10.1016/j.chb.2018.05.001
Kalaycı, G., & Öz, H. (2018). Parental involvement in English language education: Understanding parents' perceptions. International Online Journal of Education and Teaching (IOJET), 5(4), 832-847.
Kamstra, L. S. G. (2021). Improving EFL teachers' professional experiences and motivation: An ecological approach. TESL-EJ, 25(1), 1-20.
Lai, C., Shum, M., & Tian, Y. (2016). Enhancing learners' self-directed use of technology for language learning: The effectiveness of an online training platform. Computer Assisted Language Learning, 29(1), 40-60. https://doi.org/10.1080/09588221.2014.889714
Liamputtong, P. (2009). Qualitative research methods (3rd ed.). Oxford University Press.
Lin, C-H., & Warschauer, M. (2015). Online foreign language education: What are the proficiency outcomes? The Modern Language Journal, 99(2), 394-397. https://doi.org/10.1111/modl.12234_1
Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. SAGE.
Marshall, C., & Rossman, G. B. (1999). Designing qualitative research (3rd ed.). SAGE.
Marton, F., & Säljö, R. (1976). On qualitative differences in learning: I-Outcome and process. British Journal of Educational Psychology, 46(1), 4-11. https://doi.org/10.1111/j.2044-8279.1976.tb02980.x.
Maxwell, J. A. (2013). Qualitative research design: An interactive approach. SAGE.
Meihami, H. (2021). Narrative inquiry into Iranian EFL teacher educators' voice about challenges of CALL teacher education. Teaching English with Technology, 21(2), 92-111.
Merriam, S. B. (2009). Qualitative research: A guide to design and implementation. Jossey-Bass.
Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017–1054. https://doi.org/10.1111/j.1467-9620.2006.00684.x.
Moosa, S., Karabenick, S. A., & Adams, L. (2001). Teacher perceptions of Arab parent involvement in elementary schools. School Community Journal, 11(2), 7-26.
Moustakas, C. (1994). Phenomenological research methods. SAGE.
Olsen, S. (1980). Foreign language departments and computer-assisted instruction: A survey. The Modern Language Journal, 64(3), 341-349.
Pourhosein Gilakjani, A., & Rahimy, R. (2019). Factors influencing Iranian teachers' use of computer assisted pronunciation teaching (CAPT). Education and Information Technologies, 24, 1715–1740. https://doi.org/10.1007/s10639-018-09851-6
Rachels, J. R., & Rockinson-Szapkiw, A. J. (2018). The effects of a mobile gamification app on elementary students' Spanish achievement and self-efficacy. Computer Assisted Language Learning, 31(1-2), 72-89. https://doi.org/10.1080/09588221.2017.1382536
Rasheed, R. A., Kamsin, A., & Abdullah, N. A. (2020). Challenges in the online component of blended learning: A systematic review. Computers & Education 144, 103701. https://doi.org/10.1016/j.compedu.2019.103701
Raygan, A., & Moradkhani, S. (2020). Factors influencing technology integration in an EFL context: Investigating EFL teachers' attitudes, TPACK level, and educational climate. Computer Assisted Language Learning. https://doi.org/10.1080/09588221.2020.1839106
Shelton, C. (2018). An ecological model for university faculty members' thinking about technology. Journal of Computing in Higher Eductaion, 30, 279-297. https://doi.org/10.1007/s12528-018-9168-2
Son, J-B., Robb, T., & Charismiadji, I. (2011). Computer literacy and competency: A survey of Indonesian teachers of English as a foreign language. CALL-EJ, 12(1), 26-42.
Souto-Manning, M., & Swick, K. J. (2006). Teachers' beliefs about parent and family involvement: Rethinking our family involvement paradigm. Early Childhood Education Journal, 34(2), 187-193. https://doi.org/10.1007/s10643-006-0063-5
Stockwell, G. (2008). Investigating learner preparedness for and usage patterns of mobile learning. ReCALL, 20(3), 253-270.
Sun, Z., Lin, C-H., You, J., Shen, H. J., Qi, S., & Luo, L. (2017). Improving the English-speaking skills of young learners through mobile social networking. Computer Assisted Language Learning, 30(3-4), 304-324. https://doi.org/10.1080/09588221.2017.1308384
Tafazoli, D. (2021a). CALL teachers' professional development amid the COVID-19 outbreak: A qualitative study. CALL-EJ, 22(2), 4-13.
Tafazoli, D. (2021b). English language teaching with Shaad: Suggestions for a better experience. ROSHD Foreign Language Teaching, 35(2), 1-6.
Tafazoli, D. (2021c). Language teachers' professional development and new literacies: An integrative review. Aula Abierta, 50(2), 603-614. https://doi.org/10.17811/rifie.50.2.2021.603-614
Tai, T-Y., Chen, H. H-J., & Todd, G. (2020). The impact of a virtual reality app on adolescent EFL learners' vocabulary learning. Computer Assisted Language Learning. https://doi.org/10.1080/09588221.2020.1752735
Teo, T. (2009). Modeling technology acceptance in education: A study of pre‐service teachers. Computers & Education, 52(2), 302‐312. https://doi.org /10.1016/j.compedu.2008.08.006
Tseng, S-S., Yeh, H-C., & Yang, S-h. (2015). Promoting different reading comprehension levels through online annotations. Computer Assisted Language Learning, 28(1), 41-57. https://doi.org/10.1080/09588221.2014.927366
Van Gorp, K., Giupponi, L., Heidrich Uebel, E., Dursun, A., & Swinehart, N. (2019). Defining teachers' readiness for online language teaching: Toward a unified framework. In F. Meunier, J. Van de Vuver, L. Bradley, & S. Thousëny (Eds.), CALL and complexity – short papers from EUROCALL 2019 (pp. 373-378). Rseaech-publishing.net.
Wang, Y-C. (2015). Promoting collaborative writing through wikis: A new approach for advancing innovative and active learning in an ESP context. Computer Assisted Language Learning, 28(6), 499-512. https://doi.org/10.1080/09588221.2014.881386
Wang, X., Jacob, W. J., Blakesley, C. C., Xiong, W., Ye, H., Xu, S., & Lu, F. (2020). Optimal professional development ICT training initiatives at flagship universities. Education and Information Technologies, 25, 4397-4416. https://doi.org/10.1007/s10639-020-10154-y
WHO. (2021, September 14). WHO coronavirus (COVID-19) dashboard. https://covid19.who.int/
Journal of Foreign Language Research
Volume 11, Issue 3
November 2021
Pages 393-416

Files

Share

How to cite

Statistics