4.1 Investigation of the First Research Question
In order to find the answer to the first research question regarding EFL teachers’ perception about the major features of ERT classes during COVID-19 pandemic, the obtained quantitative data of the questionnaire were put to descriptive statistical analyses and tabulated in five tables. Then, the qualitative data and its thematic categories are explained.
4.1.1 Quantitative Data Analysis
Before running any major statistical analysis, descriptive statistics including frequency, percentage, mean and standard deviation were computed for the data obtained from the questionnaire. Containing 23 items in four multi-item scales, the questionnaire focuses on four major traits of ERT classes namely, attractiveness (i.e., items 1 to 5), accessibility (i.e., items 6 to 13), motivation (i.e., items 14 to 18), and efficiency (i.e., items 19 to 23). Bearing in mind that the 5-point Likert scale is considered an interval scale in which the mean is very significant (i.e., The mean scope from 1 to 1.80 indicates strongly disagree, from 1.81 to 2.60 means disagree, from 2.61 to 3.40 means neutral, from 3.41 to 4.20 means agree, and from 4.21 to 5 means strongly agree), the results are presented, tabulated, and finally compared in five tables as follows.
As you can observe in Table 1, based on EFL Teachers’ Perception, the attractiveness of ERT classes are measured through 5 items (i.e., 1-5) of the questionnaire.
Table 1. Descriptive Statistics for Attractiveness items of ERT Classes based on EFL Teachers’ Perception
|
N
|
Mean
|
Std. Deviation
|
strongly disagree
|
disagree
|
neutral
|
agree
|
strongly agree
|
1. Online activities are really attractive.
|
34
|
4.73
|
0.56
|
2.40
|
9.70
|
1.00
|
39.1
|
47.8
|
2. Boredom is not induced by online activities.
|
34
|
4.75
|
0.58
|
1.90
|
1.80
|
8.70
|
27.0
|
57.3
|
3. Socializing surfs in the online environment.
|
34
|
3.59
|
0.30
|
13.7
|
45.3
|
15.8
|
14.2
|
11.0
|
4. Stress does not exist in the online environment.
|
34
|
4.92
|
0.81
|
1.80
|
1.04
|
1.60
|
35.5
|
57.7
|
5. There is a high tendency to participate in online teaching activities.
|
34
|
4.95
|
0.86
|
1.10
|
1.17
|
1.73
|
31.4
|
64.6
|
Attractiveness
|
34
|
4.58
|
0.622
|
|
As depicted in Table 1, the mean scope and standard deviation for the teachers’ perception of the attractiveness of ERT online classes are 4.58 and 0.622 respectively, which reveals that more than two third of the EFL teachers were satisfied with the attractiveness of ERT classes. In fact, the mean scores of the first five items of the questionnaire ranged from 3.59 to 4.95. As our respondents didn’t think that socializing abounds in the online environment, the least rate of satisfaction was allocated to item 3 of the questionnaire (M= 3.59). Moreover, around 31% of respondents agreed and 64% strongly agreed that there is a high tendency to participate in online teaching activities, and in this regard, item 5 enjoyed the highest rate of satisfaction. In addition, EFL teachers didn’t believe that boredom is induced by online activities (i.e., item 2, M=4.75), nor did they consent that stress exists in the online environment (i.e., item 4, M=4.92). Overall, according to mean score and standard deviation for attractiveness of ERT classes during pandemic, it is inferred that EFL teachers were highly satisfied with this important aspect of online classes.
Concerning the second crucial aspect of the ERT classes (i.e., accessibility), descriptive statistics were computed through eight items of the questionnaire (i.e., items 6-13) which are summarized and shown in Table 2 below.
Table 2. Descriptive Statistics for Accessibility Items of ERT Classes based on EFL Teachers’ Perception
|
N
|
Mean
|
Std. Deviation
|
strongly disagree
|
disagree
|
neutral
|
agree
|
strongly agree
|
6. Connecting to the online platform is easy.
|
34
|
4.71
|
0.87
|
1.21
|
11.89
|
1.00
|
38.1
|
47.8
|
7. The quality of online communication is high.
|
34
|
4.78
|
0.93
|
1.90
|
1.10
|
6.70
|
27.0
|
63.3
|
8. In ERT classes, teaching activities do not face a lot of difficulties compared to the classic ones.
|
34
|
2.59
|
1.03
|
65.7
|
18.6
|
1.80
|
9.21
|
4.69
|
9. Online classes reduces the financial costs.
|
34
|
5.00
|
0.50
|
0.00
|
0.00
|
0.00
|
35.5
|
64.5
|
10. Quality of conditions at home in online activities is adorable.
|
34
|
4.81
|
0.56
|
1.60
|
3.60
|
2.80
|
47.4
|
44.6
|
11. Adapting to the requirements of online activities is very easy and fast.
|
34
|
4.21
|
0.41
|
2.33
|
4.17
|
3.10
|
56.1
|
34.3
|
12. There isn’t a great need for support from the institution to access the platform.
|
34
|
4.98
|
0.81
|
0.00
|
0.00
|
1.20
|
54.5
|
44.3
|
13. Personal level of IT skills for working on the platform is very good.
|
34
|
2.55
|
1.01
|
43.3
|
40.88
|
7.5
|
6.11
|
2.21
|
Accessibility
|
34
|
4.20
|
0.765
|
|
As you can observe in Table 2, the mean score and standard deviation for EFL teachers’ perception of accessibility feature of ERT online classes are 4.20 and 0.765 respectively, which verifies that our respondents have been highly pleased with such important aspect of online classes. In fact, the mean scores of these eight items of the questionnaire ranged from 2.55 to 5.00. Since our respondents were not satisfied with the personal level of IT skills for working on the platform, the highest rate of dissatisfaction was devoted to item 13 of the questionnaire (M= 2.55). In contrast, all of the respondents could not agree more that the financial costs are decreases during online classes, and in this regard, item 9 enjoyed the highest rate of satisfaction (M= 5.00). In addition, second to reduced expenses, item 12 (M= 4.98) enjoyed the highest rate of agreement as EFL teachers confessed that there is a great need for support from the institution to access the platform. Overall, according to mean score and standard deviation for accessibility aspect of ERT classes during pandemic, it is inferred that EFL teachers were highly satisfied with this important aspect of online classes.
The third important aspect of ERT classes (i.e., motivation) was measured through items 14 to 18 of the questionnaire which are summarized and depicted in Table 3 below.
Table 3. Descriptive Statistics for Motivation Items of ERT Classes based on EFL Teachers’ Perception
|
N
|
Mean
|
Std. Deviation
|
strongly disagree
|
disagree
|
neutral
|
agree
|
strongly agree
|
14. There is a great level of motivation to participate in online activities.
|
34
|
3.41
|
0.89
|
9.40
|
12.7
|
1.00
|
39.1
|
37.8
|
15. High degree of involvement in teaching activities exists in ERT classes.
|
34
|
3.78
|
0.93
|
9.27
|
11.23
|
1.30
|
27.1
|
51.1
|
16. Online Learners are very concerned for the topics discussed in courses and seminars.
|
34
|
4.29
|
0.58
|
1.70
|
2.80
|
10.8
|
49.2
|
35.2
|
17. There is a lot of personal free time in online classes compared to the classic version.
|
34
|
4.41
|
0.62
|
2.46
|
4.36
|
0.18
|
35.5
|
57.5
|
18. A sufficient number of electronic teaching materials for the study are received.
|
34
|
2.57
|
0.97
|
44.6
|
24.6
|
9.88
|
11.4
|
9.52
|
Motivation
|
34
|
3.69
|
0.798
|
|
According to table 3, EFL teachers' mean score and standard deviation for the motivation feature of ERT online classes are 3.69 and 0.798 indicating that our participants were relatively pleased with the motivation items but not entirely. The mean scores for the items of this criterion (i.e., items 14-18) ranged from 2.57 to 4.41. Enjoying the highest rate of agreement (M=4.41), item 17 addressed the great amount of personal free time in ERT classes compared to the conventional classes, and maintaining the lowest rate of agreement (M=2.57), item 18 addressed the insufficient number of electronic teaching materials received for the study. Besides, according to EFL teacher’s point of view, around 49 % agreed and 35 % strongly agreed that online Learners are very concerned for the topics discussed in courses and seminars (item 16, M=4.29). Overall, according to mean scope and standard deviation for motivation aspect of ERT classes during pandemic, it is inferred that EFL teachers were to some extent satisfied with this important aspect of online classes.
The descriptive statistical data of the analyses of the efficiency aspect of ERT classes based on EFL teachers’ perception was evaluated and measured through the last five items of the questionnaire (i.e., items 19-23), and hence presented in Table 4 below.
Table 4. Descriptive Statistics for Efficiency Items of ERT Classes based on EFL Teachers’ Perception
|
N
|
Mean
|
Std. Deviation
|
strongly disagree
|
disagree
|
neutral
|
agree
|
strongly agree
|
19. Online activities are really useful.
|
34
|
3.71
|
0.77
|
33.3
|
12.7
|
20.8
|
29.1
|
4.1
|
20. The quality of the online teaching act is great.
|
34
|
3.78
|
0.76
|
19.9
|
22.8
|
2.10
|
27.9
|
27.3
|
21. Perception of the evaluation act is certainly objective.
|
34
|
2.79
|
0.61
|
31.7
|
53.6
|
1.21
|
8.35
|
5.14
|
22. Final level of preparation in online classes is better than classical teaching.
|
34
|
2.55
|
0.33
|
35.8
|
36.4
|
1.23
|
25.5
|
1.07
|
23. There is always existence of other concerns while participating in online classes.
|
34
|
4.51
|
0.92
|
1.59
|
3.61
|
10.8
|
42.4
|
41.6
|
Efficiency
|
34
|
3.46
|
0.678
|
|
As depicted in Table 4, the mean scope and standard deviation for EFL teachers’ perception of efficiency aspect regarding ERT online classes are 3.46 and 0.678 respectively, which reveals partial satisfaction of EFL teachers with the efficiency items of online classes. In fact, the mean scores of these items ranged from 2.55 to 4.51. As our respondents didn’t believe that the final level of preparation in online classes is better than classical teaching, the highest rate of disagreement went to item 22 of the questionnaire (M= 2.55). In contrast, 84% of the respondents in total agreed that there is always existence of other concerns while participating in online classes, therefore, item 23 enjoyed the highest rate of agreement (M= 4.51). Nonetheless, the experienced EFL teachers did not believe that perception of the evaluation act is entirely objective (i.e., item 21, M=2.79). Overall, according to mean scope and standard deviation for efficiency of ERT classes during pandemic, it is inferred that EFL teachers were partly satisfied with this important feature of online classes.
At last, in order to compare the mean and standard deviation of four investigated categories regarding EFL teachers’ perception about main features of ERT classes, descriptive statistics are presented in Table 5 below.
Table 5. Descriptive Statistics for all Categories
As shown in Table 5, the mean scores of all categories are compared together which range from 3.46 to 4.58. While attractiveness items gain the highest rate of agreement (M=4.58), efficiency items enjoy the lowest rate of agreement (M=3.46). Moreover, the mean score of accessibility items also indicates EFL teachers’ high satisfaction (M=4.20), and the mean score of motivation items is detected as M=3.69, which normally falls into ‘agree’ area. To sum up, the mean score for all items or four categories is M=3.98 which obviously shows that EFL teachers were satisfied and pleased with the main features of ERT classes during COVID-19 pandemic.
As mentioned earlier, in addition to 34 EFL teachers who responded the questionnaire 20 EFL teachers attended the interview sessions for the qualitative phase of the study the data analysis of which are explained in the following section. It is worth reminding that such free answers provide a true picture of the strengths, shortcomings, and proposed solutions regarding ERT classes.
4.1.2 Qualitative Data Analysis
In order to qualitatively examine EFL teachers’ perceptions regarding the first research question of the study, the emerged thematic categories are explained and a few number of extracts have been provided for clarification.
4.1.2.1 Engaging Online EFL Learners
Semi-structured interviews revealed that all the participating teachers (n = 18) who experienced ERT platform in their classes attempted to highlight the significance of engaging online EFL learners as they were totally satisfied with the learning environment they themselves had provided for online learners to scaffold them to fulfil the tasks as cooperatively and interactively with both teacher and peer as possible. While motivating and engaging learners in the classroom has always been considered critical for learners’ success, it is even more significant and challenging in the online learning environment. Bruner (1989, p. 13) stated that “development is intrinsically bound up with interaction”. In this regard, designing a well-rounded, attractive and effective curriculum is significant in the context of ELT and keeping students constantly motivated and engaged in the learning process is of even higher importance in order to meet the objectives of the curriculum, and in order for learning to happen in the field of online education, various scholars (e.g., Draves, 2009; Palloff & Pratt, 2007; Moore & Kearsley, 2004) maintain the same idea and believe that engagement as well as interaction would lead to an effective course. In order to confirm EFL teachers’ perceptions of online learners’ engagement and interaction, some interview extracts are provided below:
Extract 1.
During nearly two years of ERT classes, I completely understood that teachers could play a very significant role in creating a supportive learning environment. Actually, they could manage to provide learners with miscellaneous tasks and activities through which all learners would engage collaboratively and cooperatively. In other words, if different meaningful tasks are provided by the teacher, he will be able to provoke learners’ engagement, and inevitably, the learners will spontaneously be involved in the classroom interaction. In my idea, to be towards the objectives of the curriculum, the engagement of EFL and ESL learners in the course is critical, whether one calls it interaction, building community, involvement, or engagement.
Extract 2.
From my point of view, compared to conventional classes, ELT teachers have far more flexibility in providing materials in online classes so that to foster more classroom engagement and interaction. Moreover, in an online class, more time is saved, and hence, the teacher faces less challenges regarding the management of class time and as a result, he would be able to try to foster more learners’ engagement through communicative tasks. While engaging EFL and ESL learners in the classroom has always been vital for their success, I could say that it is even more significant and challenging in the ERT environment.
4.1.2.2 Enhancing Receptive and Productive Skills via Online Instruction
The efficiency of online instruction in promoting EFL learners’ language skills and sub-skills was attested through EFL teachers’ interview data. In fact, the majority of the interviewees (n= 30) confessed that ERT classes was the most effective strategy to teach and practice language skills and sub-skills simultaneously through utilizing a variety of tasks. Actually, the task-based classroom is really facilitated via online teaching. In the online environment, teachers find the opportunity to entirely focus on teaching receptive and productive skills rather than wasting their valuable time on the whiteboards writing examples or definitions. EFL teachers also enjoyed utilizing the new teaching environment which was equipped with such an encouraging platform that supported the possibility of providing learners with more various examples which in turn leads to better understanding of lessons. The extracts below reveal EFL teachers’ positive attitudes on the benefits of online pedagogy to enhance language skills and sub-skills.
Extract 3.
Before pandemic, my colleagues and I, as they frequently told me, rarely found sufficient time to cover all the important language skills and sub-skills as we always either ran out of time or didn’t have access to appropriate devices, or so busy spending our limited time on the whiteboards; however, despite all the adversities of Corona disease, I believe that it was a good opportunity for us ELT teachers to enhance EFL learners’ receptive and productive skills via online instruction through user-friendly platforms such as Skyroom and Adobe connect and by employing various applications. There is no doubt that using online pedagogy for ELT context is really beneficial.
Extract 4.
I would say it is beyond dispute when we consider the undeniable role of online teaching in preparing or paving the way for EFL learners’ development of language skills and sub-skills through utilizing a variety of tasks. Actually, the task-based classroom is really facilitated by online learning. Such advantageous outcome, in our ERT classes, paved the way for an intriguing atmosphere which in turn elevated EFL learners’ eagerness to be energetically engaged in classroom activities, and this testifies the meticulous selection of tasks by the teacher.
4.2 Investigation of the Second Research Question
In order to find the answer to the second research question regarding EFL learners’ perception about the major features of ERT classes during COVID-19 pandemic, the obtained quantitative data of the questionnaire were put to descriptive statistical analyses and tabulated in five tables (i.e., tables 6 to 10). Then, the qualitative data and its relevant thematic categories are explained.
4.2.1 Quantitative Data Analysis
4.2.1.1 Descriptive Statistics
Considering the fact that the 5-point Likert scale is considered an interval scale in which the mean is very significant, descriptive statistics including mean and standard deviation regarding four multi-item categories of the questionnaire were computed and tabulated in the following tables.
As shown in Table 6, based on EFL learners’ perception, the attractiveness of ERT classes are measured through 5 items (i.e., 1-5) of the questionnaire.
Table 6. Descriptive Statistics for Attractiveness items of ERT Classes based on EFL Learners’ Perception
|
N
|
Mean
|
Std. Deviation
|
strongly disagree
|
disagree
|
neutral
|
agree
|
strongly agree
|
1. Online activities are really attractive.
|
70
|
4.88
|
0.79
|
1.40
|
2.70
|
1.00
|
57.4
|
37.5
|
2. Boredom is not induced by online activities.
|
70
|
3.55
|
0.49
|
55.3
|
34.0
|
3.70
|
1.90
|
1.80
|
3. Socializing surfs in the online environment.
|
70
|
4.34
|
0.69
|
3.70
|
15.3
|
19.8
|
12.2
|
49.0
|
4. Stress does not exist in the online environment.
|
70
|
4.97
|
0.78
|
1.75
|
1.04
|
1.65
|
25.3
|
67.9
|
5. There is a high tendency to participate in online teaching activities.
|
70
|
4.90
|
0.79
|
1.10
|
1.30
|
1.60
|
21.1
|
74.9
|
Attractiveness
|
70
|
4.52
|
0.708
|
|
As seen in Table 6, the mean score and standard deviation for the learners’ perception of the attractiveness of ERT online classes are 4.52 and 0.708 respectively, which reveals that almost all the EFL Learners were satisfied with the attractiveness of ERT classes. In fact, the mean scores of the first five items of the questionnaire ranged from 3.55 to 4.97. As our respondents believed that boredom is induced by online activities, the least rate of satisfaction was allocated to item 3 of the questionnaire (M= 3.55). Moreover, around 31% of respondents agreed and 64% strongly agreed that stress does not exist in the online environment, and in this regard, item 5 enjoyed the highest rate of satisfaction. In addition, EFL learners believed that socializing abounds in the online environment (i.e., item 3, M=4.34), and 95% of them in total agreed or strongly agreed that there is a high tendency to participate in online teaching activities (i.e., item 5, M=4.90). Overall, according to mean score and standard deviation for attractiveness of ERT classes during pandemic, it is assumed that EFL learners were highly satisfied with this important aspect of online classes.
The obtained data of the second crucial aspect of the ERT classes (i.e., accessibility), were put to descriptive statistics and summarized in Table 7 below.
Table7. Descriptive Statistics for Accessibility Items of ERT Classes based on EFL Learners’ Perception
|
N
|
Mean
|
Std. Deviation
|
strongly disagree
|
disagree
|
neutral
|
agree
|
strongly agree
|
6. Connecting to the online platform is easy.
|
70
|
4.76
|
0.87
|
3.21
|
9.89
|
3.00
|
26.5
|
57.4
|
7. The quality of online communication is high.
|
70
|
4.78
|
0.93
|
1.95
|
1.05
|
6.66
|
47.4
|
43.3
|
8. In ERT classes, teaching activities do not face a lot of difficulties compared to the classic ones.
|
70
|
2.59
|
1.03
|
68.7
|
15.2
|
1.84
|
8.21
|
5.69
|
9. Online classes reduces the financial costs.
|
70
|
5.00
|
0.50
|
0.00
|
0.00
|
0.00
|
00.0
|
100
|
10. Quality of conditions at home in online activities is adorable.
|
70
|
4.98
|
0.59
|
0.00
|
0.00
|
0.00
|
68.2
|
31.8
|
11. Adapting to the requirements of online activities is very easy and fast.
|
70
|
4.21
|
0.41
|
47.2
|
44.2
|
2.10
|
4.31
|
2.19
|
12. There isn’t a great need for support from the institution to access the platform.
|
70
|
4.90
|
0.81
|
1.00
|
3.00
|
1.20
|
20.7
|
74.1
|
13. Personal level of IT skills for working on the platform is very good.
|
70
|
3.65
|
.077
|
3.10
|
50.89
|
15.9
|
7.09
|
23.2
|
Accessibility
|
70
|
4.35
|
0.738
|
|
As you can observe in Table 7, the mean score and standard deviation for EFL Learners’ perception of accessibility feature of ERT online classes are 4.35 and 0.738 respectively, which shows that our participants were highly pleased with this important aspect of online classes. In fact, the mean scores of these eight items of the questionnaire ranged from 2.59 to 5.00. Our respondents confessed that in ERT classes, teaching activities face a lot of difficulties compared to conventional classes, so the highest rate of dissatisfaction was devoted to item 8 (M= 2.59). In contrast, all of the participants unanimously believed that the financial costs are decreased in ERT classes, and in this regard, item 9 enjoyed the highest rate of satisfaction (M= 5.00). Moreover, second to reduced expenses, item 10 (M= 4.98) enjoyed the highest rate of satisfaction as EFL learners felt more comfortable at home rather than attending school. In total, around 95% of online learners testified that accessing the platform is easy enough for them without too much support from the institution (item 12, M= 4.90). Overall, considering the mean score and standard deviation for accessibility aspect of ERT classes during pandemic, it is inferred that EFL Learners were highly satisfied with this important aspect of online classes.
Motivation aspect of ERT classes was measured through items 14 to 18 of the questionnaire as summarized and depicted in Table 8 below.
Table 8. Descriptive Statistics for Motivation Items of ERT Classes based on EFL Learners’ Perception
|
N
|
Mean
|
Std. Deviation
|
strongly disagree
|
disagree
|
neutral
|
agree
|
strongly agree
|
14. There is a great level of motivation to participate in online activities.
|
70
|
2.21
|
1.04
|
29.4
|
32.7
|
3.00
|
17.3
|
17.6
|
15. High degree of involvement in teaching activities exists in ERT classes.
|
70
|
4.08
|
0.79
|
7.30
|
6.28
|
1.22
|
17.1
|
68.1
|
16. Online Learners are very concerned for the topics discussed in courses and seminars.
|
70
|
4.79
|
0.74
|
1.60
|
2.88
|
5.60
|
74.3
|
15.1
|
17. There is a lot of personal free time in online classes compared to the classic version.
|
70
|
4.52
|
0.62
|
1.38
|
3.44
|
2.18
|
15.1
|
77.9
|
18. A sufficient number of electronic teaching materials for the study are received.
|
70
|
3.42
|
0.51
|
24.3
|
44.9
|
4.86
|
17.4
|
8.54
|
Motivation
|
70
|
3.82
|
0.740
|
|
According to table 8, EFL learners’ mean score and standard deviation for the motivation feature of ERT online classes are 3.82 and 0.740 indicating that our participants were almost pleased with the motivation items. The mean scores for the items of this criterion (i.e., items 14-18) ranged from 2.21 to 4.79. Enjoying the highest rate of agreement (M=4.79), item 16 indicated that online learners are very concerned for the topics discussed in courses and seminars, whereas, embracing the lowest rate of agreement (M=2.21), item 14 revealed the insufficient level of learners’ motivation to participate in online activities. Besides, according to EFL learners’ perception, around 93 % (strongly)agreed that online classes are replete with personal free time compared to the face-to-face classes (item 17, M=4.52). Overall, according to mean scope and standard deviation for motivation aspect of ERT classes during pandemic, it is inferred that EFL learners were, to some extent, satisfied with this important aspect of online classes.
The efficiency aspect of ERT classes based on EFL learners’ perception was measured through the last five items of the questionnaire (i.e., items 19-23) as presented in Table 9 below.
Table 9. Descriptive Statistics for Efficiency Items of ERT Classes based on EFL Learners’ Perception
|
N
|
Mean
|
Std. Deviation
|
strongly disagree
|
disagree
|
neutral
|
agree
|
strongly agree
|
19. Online activities are really useful.
|
70
|
3.99
|
0.78
|
12.2
|
23.7
|
10.9
|
49.1
|
4.10
|
20. The quality of the online teaching act is great.
|
70
|
3.78
|
0.75
|
19.9
|
22.8
|
2.10
|
27.9
|
27.3
|
21. Perception of the evaluation act is certainly objective.
|
70
|
3.71
|
0.69
|
13.2
|
32.8
|
10.8
|
39.1
|
4.10
|
22. Final level of preparation in online classes is better than classical teaching.
|
70
|
2.50
|
0.87
|
15.8
|
48.4
|
1.23
|
25.5
|
9.07
|
23. There is always existence of other concerns while participating in online classes.
|
70
|
4.91
|
0.88
|
1.59
|
3.61
|
1.80
|
42.4
|
50.6
|
Efficiency
|
70
|
3.77
|
0.794
|
|
As depicted in Table 9, the mean scope and standard deviation for EFL learners’ perception of efficiency aspect regarding ERT classes are 3.77 and 0.794 respectively, which reveals partial satisfaction of EFL learners with the efficiency items of online classes. In fact, the mean scores of these items ranged from 2.50 to 4.91. As learners didn’t think that the final level of preparation in online classes is better than classical teaching, the lowest rate of agreement went to item 22 of the questionnaire (M= 2.55). In contrast, 92% of the respondents in total agreed that there is always existence of other concerns while participating in online classes, therefore, item 23 enjoyed the highest rate of agreement (M= 4.91). Furthermore, EFL learners confessed that online activities are really useful. (i.e., item 19, M=3.99). Overall, according to mean scope and standard deviation for efficiency of ERT classes during pandemic, it is inferred that EFL learners were partly satisfied with this important feature of online classes.
At last, in order to compare the mean and standard deviation of four investigated categories regarding EFL learners’ perception about main features of ERT classes, descriptive statistics are presented in Table 10 below.
Table 10. Descriptive Statistics for all Categories
As shown in Table 10, the mean scores of all categories are compared together which range from 3.77 to 4.52. While attractiveness maintains the highest rate of agreement (M=4.52), efficiency holds the lowest rate of agreement (M=3.77). Furthermore, the mean score of accessibility items also represents EFL learners’ high satisfaction (M=4.35), and the mean score of motivation items is detected as M=3.82, which obviously falls into ‘agree’ area. To sum up, the mean score for all items or four categories is M=4.11 which obviously shows that EFL learners were pleased with the main features of ERT classes during COVID-19 pandemic.
As mentioned earlier, in addition to 70 EFL learners who responded the questionnaire, 30 EFL learners attended the interview sessions for the qualitative phase of the study the data analysis of which are explained in the following section. Such free answers provide a true picture of the strengths, shortcomings, and proposed solutions regarding ERT classes.
4.2.2 Qualitative Data Analysis
Learners’ data analysis revealed two main thematic categories: 1) enhancing digital competence and technological knowledge via online instruction, and 2) improving communicative language learning through online instruction. The categories are explained and discussed below.
4.2.2.1 Enhancing Digital Competence and Technological Knowledge via Online Instruction
Both EFL teachers and learners need to possess sufficient technological knowledge and skills (i.e., digital skills) to utilize devices in order to communicate online. In fact, those who lack such knowledge might experience hardship in online classes (Bączek et al., 2021). There is no doubt that using online pedagogy for ELT context is beneficial as the majority of our participants (n= 25) mentioned that it has been the most effective strategy for learning and practicing technological knowledge and skills. The learners believed that ERT environment was equipped with an encouraging platform that supplied the possibility of getting more familiar with various platforms, applications and software for the first time. Overall, the learners’ data analysis manifested that online education is a crucial asset for ELT context.
Extract 5.
I would say that at the beginning of Covid-19 pandemic and the lock down situation, we all of us were puzzled, especially those so-called luddite students who had never experienced technology-enhanced instruction or online classes. In fact, ERT was a gate to a new world, to a new method of education, to an elevator in order to acquire technological skills for free meanwhile learning English. To be frank, at the very first days of ERT classes, it was really hard for us, because we almost had no experience of it. But gradually, it seemed fantastic and we got the hang of it pretty soon. In the face-to-face classes before Covid-19, we rarely had such opportunity to acquire the so-called digital skill. All in all, I enjoyed it a lot.
Extract 6.
I think that it’s impossible to be a successful online learner unless you own a little bit digital skill or technology knowledge. ERT classes helped me, as well as all my classmates, become familiar with amazing teaching and learning platforms such as Skyroom and Adobe-connect which we had never heard of before. I also learnt how to enjoy various applications on my tablet to do different tasks and activities. I also learnt how to make Power Point Presentation slides for my online lectures, and to top of all, my Internet literacy amazingly improved. To be frank, I got a lot from my ERT classes, and I whole-heartedly hope that online instruction becomes a permanent part of education soon.
4.2.2.2 Improving Communicative Language Learning through Online Instruction
Nearly all of the EFL learners (n = 27) believed that online platform paved the way to exercise their communicative skills. Participating EFL learners also declared that during ERT classes, the teachers monitored their interaction and they gained a lot from peer communication. They also testified that, in the online classes, the utilization of various sorts of listening and speaking tasks made learners feel more motivated to take an active role in communicative language learning. In other words, ERT classes helped learners boost their communicative skills by sharing their concepts with their classmates and the teacher as well. In an online context (Weimer, 2002), it is imperative for the learners to be active knowledge-generators who assume responsibility for constructing and managing their own learning experience. In a learner-centered environment, the traditional instructor responsibilities such as generating resources and leading discussion, shifts to the learners. Success in an online learning environment depends on the use of instructional strategies that support the shift in roles and the development of self-direction. According to Kearsley (2000, p.78), the most important role of the instructor in online classes is to ensure a high degree of interactivity, communication and participation. This simply means designing and conducting learning activities that result in meaningful communication with fellow students and teacher as well. As a result, learners cannot be passive knowledge-absorbers who rely on the instructor to feed information to them. The extracts below reveal EFL learners’ perceptions accordingly:
Extract 7.
I am reticent and shy. For the first time in my educational life, I found the courage to disinhibit myself and start participating actively in class discussions. In the conventional classes, I would always keep silent, you know… I was kind of reluctant to take part in groups, and it was a great challenge I didn’t know how to overcome. Thanks to the emergence of ERT classes, I improved my communicative skills and learnt a lot through interaction with the peers and teacher as well. It was an amazing experience. Even now in the face-to-face classes, I am extra active in discussions.
Extract 8.
I think that, when we were discussing the tasks in the online platform, there weren’t any more activities to make the classmates boring. Almost every one participated in the discussions, and I completely understood how EFL learners can improve through communicative learning. I also built up a good self-confidence during those two years of ERT classes which I always lacked. Sharing your answers, receiving your classmates’ feedback, gaining a lot of input, and improving communicative skills are among other advantages of online classes, in my idea.
4.3 Investigation of the Third Research Question
In order to find out to what extent there is any statistically significant difference between EFL teachers’ and learners’ perceptions about ERT classes during COVID-19 pandemic, the questionnaire data were put to descriptive and inferential statistical analyses as presented in the following section.
4.3.1 Descriptive Statistics
The quantitative data analysis results including mean and standard deviation, obtained from the investigation of the first and second research questions of this study, are put to descriptive statistics and compared together as presented in Table 11.
Table 11. Descriptive Statistics for Comparing Mean Scores of EFL Teachers and Learners
Component
1. attractiveness
|
Teachers (n= 34)
|
|
Learners (n= 70)
|
mean
|
SD
|
mean
|
SD
|
4.58
|
0.622
|
4.52
|
0708
|
2. accessibility
|
4.20
|
0.756
|
4.35
|
0.738
|
3. motivation
|
3.69
|
0.798
|
3.82
|
0.740
|
4. efficiency
|
3.46
|
0.678
|
3.77
|
0.794
|
Total
|
3.98
|
0.715
|
4.11
|
0.745
|
As shown in Table 11, attractiveness gained the highest mean score among both teachers (M= 4.58) and students (M= 4.52), whereas efficiency enjoyed the lowest mean score for teachers (M= 3.46) and learners (M= 3.77). Second to attractiveness, accessibility gained the highest rate of satisfaction among both groups (i.e., M=4.20 for teachers, and M=4.35 for learners). Moreover, motivation’s mean scores were almost the same for both groups of participants. To sum up, considering all four scales, the high similarity between EFL teachers’ and learners’ opinions is salient. The mean scores for all four categories are M=3.98 for the teachers, and M=4.11 for the learners, which obviously fall into agree area showing both groups’ satisfaction with the main features of ERT classes during COVID-19 pandemic. To facilitate grasp of the data, they are visually represented in Figure 1.
In the next step, by conducting Kolmogorov-Smirnov test of normality, the way was paved for more statistical comparisons. In effect, the distribution of the data was checked and secured the results of which are illustrated in Table 12 below.
Table 12. Results of Kolmogorov-Smirnov Test of Normality
Data sets
|
Statistic
|
Sig.
|
teachers’ data
|
0.776
|
0.005
|
Learners’ data
|
0.321
|
0.051
|
4.3.2 Inferential Statistics
In the final phase, as provided in Table 13, a series of independent samples t-tests were conducted to find out whether or not there was any statistically significant difference between the way EFL teachers and learners perceived ERT classes during COVID-19 pandemic.
Table 13. T-tests Results for Comparing Mean Scores of Teachers and Learners
|
t value
|
df
|
Sig.
|
attractiveness
|
3.011
|
106
|
0.26
|
accessibility
|
2.421
|
106
|
0.14
|
motivation
|
3.793
|
106
|
0.98
|
efficiency
|
2.801
|
106
|
0.08
|
As you can observe in Table 13, in all four cases, the p value is above the 0.05 level of significance (i.e., p > 0.05), therefore, it could be concluded that there was no statistically significant difference between EFL teachers’ and learners’ perceptions in any of the four scales which testifies that both groups of participants held similar opinions concerning main features of ERT online classes during COVID-19 pandemic.