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

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.

A comparison of the level of the ESP language learners' performance and engagement in a synchronous online course and the face-to-face course

“…However, online classes, lacking this physical presence and structure, can make it easier for students to disengage, especially if they struggle with self-motivation or discipline. Additionally, the need for technology access and a stable internet connection (there are severe connectivity issues in Iran) can pose barriers (Konuralp and Topping, 2023) to engagement for some students, further contributing to the observed differences.…”