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

Abstract

During the coronavirus pandemic, online education continued to expand across varied educational factors. Therefore, the teachers had to develop and change some of the strategies used in their classes previously. Online classroom management is a synchronous-based online learning environment in education that is worthwhile to modify. For this purpose, the current study sought to understand the perceptions of classroom management and teaching self-efficacy by Iranian EFL teachers during the Covid-19 pandemic. Concerning sampling, 100 male and female English teachers constituted the study sample. Data were collected via Online Teaching Self–Efficacy Inventory questionnaire through different online platforms. The findings reflected that EFL teachers could select appropriate classroom management during online and face-to-face classes. In addition, the teachers had a positive attitude toward managing the classroom during the Covid-19 pandemic. The implications of this study may open up new perspectives into successful pedagogy for, teachers and students in outbreak days.

UAE university students’ experiences of virtual classroom learning during Covid 19

“…The research on VC learning presently available advocates strong positive perceptions of the role of VC learning, regardless of its effectiveness (Burnett, 2011 ; Francecucci & Foster, 2013 ; Perveen, 2016 ; Elshami et al, 2021 ; farkhani et al, 2022 ). Although participation in the online learning is mediated by socioeconomic and locational factors (Purushotham et al, 2020 ), there has been limited study on whether differences in the perceptions of VC learning are related to these variables.…”

“…In this article, various perceptions of VC learning in relation to critical factors including students' motivation of using ICT in VC classes and geographic location have been explored. This study focuses on the following research questions: The research on VC learning presently available advocates strong positive perceptions of the role of VC learning, regardless of its effectiveness (Burnett, 2011;Francecucci & Foster, 2013;Perveen, 2016;Elshami et al, 2021;farkhani et al, 2022). Although participation in the online learning is mediated by socioeconomic and locational factors (Purushotham et al, 2020), there has been limited study on whether differences in the perceptions of VC learning are related to these variables.…”

“…It was the only way forward to allow students to continue learning during the lockdown period. Many studies (Ali, 2019 ; Farkhani et al, 2022 ; Sage et al, 2021 ; Sprenger & Schwaninger, 2021 ; Yaakub, 2020 ) have shown that virtual learning is the way to partake in online education amidst the hypercharge and great challenges in the world today for countries to thrive, transform, and ensure sustainability. It has been an officially recognized platform for filling in the gaps of traditional classroom teaching–learning approaches and it has rightly argued that VC has blurred the boundaries of face-to-face classroom teaching.…”

The moderating effect of participation in online learning activities and perceived importance of online learning on EFL teachers’ teaching ability

“…Consequently, teacher-student classroom interactions, communications, methodologies, identities, behaviors, and practices modified owing to the abrupt shift from face-to-face instruction to an online mode of delivery [ [10] , [11] , [12] , [13] ]. Research indicated that an effective online instruction in L2 contexts needs technological infrastructures, functional software and platforms, professional development programs for teachers, positive attitudes, and willingness to accept technologies [ 14 , 15 ]. Other than these institutional and IT-related factors, L2 teachers’ perceived importance of online education and participation in online activities play a significant role in delivering an optimal and efficacious instruction [ 16 ].…”

“…With the rapid growth of innovative technologies, educational systems and institutions have shifted from traditional ways of education to online and digitalized ones [ 20 , 21 ]. Advancements in online delivery such as smart whiteboards, virtual reality, several applications, chatrooms, and learning management systems (LMS) provided opportunities for EFL teachers and students to form a virtual community of English language education [ 14 ]. Another compelling force was that of the COVID-19 pandemic, which imposed social distancing policies and distance learning all around the world.…”