Pre-service EFL teachers’ conceptions and strategy use in managing online classes

Teaching and learning languages online: Challenges and responses

“…Since the relevant scholarship has attached greater importance to the development of online pedagogy, the special collection also includes two articles on pre-service language teachers' perceptions and practices in the process of learning to teach digitally. Taghizadeh and Amirkhani (2022) developed two instruments to explore pre-service EFL teachers' online class management, including their classroom management skills and approaches to managing challenging online situations. The results reveal that the most popular strategies for online classroom management include time management, course organization, positive reinforcement, and building a positive atmosphere.…”

The interaction patterns of pandemic-initiated online teaching: How teachers adapted

“…The reason was that teachers already had to take various pedagogical, social, managerial and technical responsibilities while teaching face-to-face ( Kebritchi et al, 2017 ). They also had to deal with different types of interactions in online teaching ( Taghizadeh & Amirkhani, 2022 ) because of the lack of visual cues and other communication barriers ( Kebritchi et al, 2017 ). An already heavy workload may contribute to teachers’ reluctance to learn new skills ( Zamani et al, 2016 ) which can then impact their online teaching.…”

“…For example, teachers in Turkey, Iran, Poland and Portugal were found to have difficulties in designing learning activities and giving students feedback when they had to teach online ( Aşık et al, 2020 ). They had limited technological training ( Canals & Al-Rawashdeh, 2019 ; Taghizadeh & Hasani Yourdshahi, 2020 ), and little experience in online teaching ( Jeong, 2017 ; Moser et al, 2021 ; Taghizadeh & Amirkhani, 2022 ). Consequently, spontaneous interaction between students and teachers decreased significantly in the online environment compared with the face-to-face classroom context ( Mehall, 2020 ).…”

Investigating the teacher’s perceptions of classroom management and teaching self-efficacy during Covid-19 pandemic in the online EFL courses

“…As a result, they can make the right choices of using media and technology to enhance education significantly. In the same line, Graham et al ( 2020 ) and Taghizadeh and Amirkhani ( 2022 ) conducted a research by means of questionnaire. They mentioned that teachers might view technology integration as beneficial when it increases productivity and social influence and fosters pedagogical changes.…”

“…The term online classroom refers to the whole teaching–learning procedures carried out in online ways. According to Taghizadeh and Amirkhani ( 2022 ), online teaching includes planning, organizing, leading, controlling, and administering the online materials in the classroom; online courses can be as successful as face-to-face experiences with effective teachers' management. Ghateolbahra and Samimi, ( 2021 ) mentioned that "the professional development of online education, especially in the field of classroom management, requires a set of practical strategies, knowing how to communicate well with students, having an effective classroom management program, and managing asynchronous discussions and online teamwork" (p. 510).…”