Teaching behind the Screen: K-12 EFL Teachers’ Perceptions on the Online Teaching Implementation

Abstract

The rapid shift to online teaching during the COVID-19 pandemic highlighted both the potential and the challenges of integrating Computer-Assisted Language Learning (CALL) into English as a Foreign Language (EFL) education. While many teachers first encountered online teaching during the pandemic, this study included K-12 EFL teachers who had taught online both during COVID-19 and for at least seven consecutive weeks after pandemic restrictions ended. The aim was to explore their perceptions and practices in post-pandemic online teaching contexts. A qualitative research design was employed, using semi-structured interviews with twelve teachers who planned and delivered online lessons during the study period. Data were analyzed thematically to identify patterns in technological integration, pedagogical strategies, and perceived outcomes. Findings indicate that teachers valued CALL for enhancing interactivity, flexibility, and learner autonomy but faced challenges such as classroom management, varying digital literacy, and unequal student access. Limitations include the small sample size and single-context focus. Future studies should examine diverse contexts and employ mixed-method approaches while enhancing teacher training in both pedagogy and technology.

Keywords

• Online teaching
• English as a foreign language (EFL)
• Teacher perceptions
• Benefits and challenges
• Computer-assisted language learning (CALL)

Ekran Ardında Öğretim: K-12 Düzeyindeki İngilizce Öğretmenlerinin Çevrim İçi Öğretim Uygulamasına İlişkin Görüşleri

Abstract

COVID-19 pandemisi, İngilizceyi yabancı dil olarak öğreten (EFL) öğretmenler için çevrim içi eğitime ani bir geçiş süreci başlatmış ve Bilgisayar Destekli Dil Öğrenimi’nin (CALL) hem potansiyelini hem de sınırlılıklarını ortaya koymuştur.Birçok öğretmen pandemide ilk kez çevrim içi öğretim deneyimi yaşamış olsa da, bu çalışma pandemi döneminde ve pandemi kısıtlamaları kaldırıldıktan sonra en az yedi hafta boyunca çevrim içi ders vermeye devam eden K–12 düzeyindeki EFL öğretmenlerini kapsamaktadır. Araştırmanın amacı, bu öğretmenlerin pandemi sonrası çevrim içi öğretim bağlamındaki algılarını ve uygulamalarını incelemektir. Nitel araştırma deseni benimsenmiş ve çalışma süresince çevrim içi ders planlayıp yürüten on iki öğretmen ile yarı yapılandırılmış görüşmeler gerçekleştirilmiştir. Veriler, teknolojik entegrasyon, pedagojik stratejiler ve algılanan çıktılara ilişkin örüntüleri belirlemek amacıyla tematik olarak analiz edilmiştir. Bulgular, öğretmenlerin CALL’ı etkileşimi artırma, esneklik sağlama ve öğrenen özerkliğini destekleme açısından değerli bulduklarını; ancak sınıf yönetimi, farklı düzeylerde dijital okuryazarlık ve öğrenci erişimindeki eşitsizlikler gibi zorluklar yaşadıklarını göstermektedir. Araştırmanın sınırlılıkları arasında küçük örneklem büyüklüğü ve tek bağlamda yürütülmüş olması yer almaktadır. Gelecek çalışmalarda farklı bağlamların incelenmesi, karma yöntem yaklaşımlarının benimsenmesi ve öğretmen eğitiminde hem pedagojik hem de teknolojik yeterliklerin güçlendirilmesi önerilmektedir.

Keywords

• Çevrim içi öğretim
• Yabancı dil olarak İngilizce öğretimi (EFL)
• Öğretmen algıları
• Yararlar ve zorluklar
• Bilgisayar destekli dil öğrenimi (CALL)

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