Under the shade of coronavirus pandemic, schools and universities worldwide have moved towards online learning to assure the continuity of academic activities. Great interest was, hence, directed towards the opinions and stands of teachers about distant online education. It is of paramount importance to inspect teachers’ perceptions and attitudes. When they have positive perceptions about online education, teachers also adopt positive attitudes towards educational technology. Thus, they would accept the change and challenge the shift to online virtual classes. This research studies the online learning process and which mechanisms teachers have utilized to prop up virtual learning. The central questions that shape this study are: what are the perspectives and attitudes of EFL teachers about using Google Meet in online classes? Which challenges would make them resist the change? The present research work under inspection aims to give an in-depth look at online teaching and learning in the Algerian context during the Covid-19 Pandemic, by considering the department of English Language at Oran University as a case study. The study’s findings show that participants have overall positive perspectives and attitudes about using Google Meet during the ongoing pandemic with many challenges. Developing digital proficiency of teachers and students, enhancing students’ motivation, and assuring the quality of internet facilities were the leading suggestions for an effective shift to online education.

During the COVID-19 pandemic, when classroom instructions are interrupted, teachers and students approach digitalization and become familiar with web conferencing. The present research aims to examine Algerian EFL students’ motivation about the use of Zoom, as an asynchronous learning approach, to help ‘bridge the gaps’, and cope with the changes they encounter while exploring online learning. As such, the main questions that set the study are: How academically appropriate is the Zoom’s integration for enhancing EFL students’ motivation? How can the perceived obstacles be challenged for the proper integration of Zoom? To answer these problematic questions, the researcher conducted a case study with twenty EFL students at Oran university of Algeria. Informal, structured interviews and semi-structured questionnaires were employed. This study concluded that participant students have overall positive perspectives about using Zoom sessions with some limitations. Training students to use ICTs and developing positive perceptions about using online educational platforms and applications were the main recommendations for using zoom classes.

Considering the brainwave of the psychological approach for the use of Information and Communication Technology (ICT), collaboration, expectation, and motivation have been identified as the aspects of readiness for integrating technology into the teaching strategies. Studies have investigated the integration of ICTs in the teaching/learning process; still there is a lack of research probing the significance of the psychological readiness of teachers on their perceptions about utilizing ICTs in the Algerian EFL context. The research, between hands, aspires to bridge the gaps, reveal the significant obstacles; and barriers encountered while exploring ICTs, and investigate the following query: What are the significant psychological obstacles that might prevent the effective implementation of ICTs? A mixed-method design was used in this research, employing a survey questionnaire and semi-structured interview to collect data from thirty- five EFL teachers at the University of Mohammed Ben Ahmed in Oran; Algeria. Participant teachers reveal a satisfactory willingness for using education technologies. Lack of training, insufficient ICT skills, technology anxiety, resistance to change, and no perception of benefits were the major psychological obstacles reported by the informants. To perk up the digital proficiencies of teachers, to train them to utilize ICTs, and to explore the potential of ICTs were highly recommended to rouse in teachers, the emotional readiness to implement Information Technologies.

Under the shade of coronavirus pandemic, schools and universities worldwide have moved towards online learning to assure the continuity of academic activities. Great interest was, hence, directed towards the opinions and stands of teachers about distant online education. It is of paramount importance to inspect teachers’ perceptions and attitudes. When they have positive perceptions about online education, teachers also adopt positive attitudes towards educational technology. Thus, they would accept the change and challenge the shift to online virtual classes. This research studies the online learning process and which mechanisms teachers have utilized to prop up virtual learning. The central questions that shape this study are: what are the perspectives and attitudes of EFL teachers about using Google Meet in online classes? Which challenges would make them resist the change? The present research work under inspection aims to give an in-depth look at online teaching and learning in the Algerian context during the Covid-19 Pandemic, by considering the department of English Language at Oran University as a case study. The study’s findings show that participants have overall positive perspectives and attitudes about using Google Meet during the ongoing pandemic with many challenges. Developing digital proficiency of teachers and students, enhancing students’ motivation, and assuring the quality of internet facilities were the leading suggestions for an effective shift to online education.

During the COVID-19 pandemic, when classroom instructions are interrupted, teachers and students approach digitalization and become familiar with web conferencing. The present research aims to examine Algerian EFL students’ motivation about the use of Zoom, as an asynchronous learning approach, to help ‘bridge the gaps’, and cope with the changes they encounter while exploring online learning. As such, the main questions that set the study are: How academically appropriate is the Zoom’s integration for enhancing EFL students’ motivation? How can the perceived obstacles be challenged for the proper integration of Zoom? To answer these problematic questions, the researcher conducted a case study with twenty EFL students at Oran university of Algeria. Informal, structured interviews and semi-structured questionnaires were employed. This study concluded that participant students have overall positive perspectives about using Zoom sessions with some limitations. Training students to use ICTs and developing positive perceptions about using online educational platforms and applications were the main recommendations for using zoom classes.