Turkish EFL teachers’ attitudes towards online instruction throughout the Covid-19 outbreak

Abstract

The purpose of the present study is to shed light on the attitudes of Turkish EFL teachers towards online instruction (OI), the impact of training on their attitudes, the obstacles they encounter, and the strategies to deliver OI more successfully throughout the Covid-19 outbreak. The participants were 70 EFL teachers (52 female, 18 male). The data was collected through a questionnaire and semi-structured interviews. The data were analyzed by using SPSS 26. Descriptive statistics of each item was calculated and an independent sample t-test was conducted to answer the research questions. For the analysis of the interview data, the responses of the participants were transcribed and the recurring themes were identified. The results revealed that the attitudes of Turkish EFL teachers, who experienced online instruction during the Covid-19 outbreak, are not as positive as expected regarding some of the results of the related research in the literature. The interview findings revealed that EFL teachers do not feel capable of delivering online instruction effectively since they do not have adequate knowledge and necessary skills to do that. In view of the findings, it’s suggested that online instruction methodology should be integrated into teacher training programs and teachers should receive an in-service training about the related subject.

Analysis of Foreign Language Teachers´ Attitudes Towards Digital Teaching in the European Union Countries

“…As far as the results of this study are concerned, the majority of FL teachers agree that a combination of traditional teaching with the use of technology is ideal. This is in line with the studies by Civelek et al (2021) and Zamborová et al (2021). In addition, in online teaching alone, the biggest drawback perceived by the teachers is mainly the lack of face-to-face contact with students.…”

“…Furthermore, the respondents of this study criticize that in online teaching and learning, there is no possibility to perceive the students' reactions and adjust the interpretation accordingly, no expression of emotions, no social contacts. This lack of feedback and interaction is also pointed out by other scholars (e.g., Civelek et al, 2021;Khoshsima et al, 2018). At the same time, the results of this study indicate that the FL teachers find it more difficult to motivate students to participate in the class in online teaching.…”

Analyzing Teaching Self-Efficacy Correlates in Virtual Education: A Gender-Driven Structural Equation Modeling Approach

“…The study's results show three pairs of latent variables that are positively correlated at an average extent, namely online teaching satisfaction and attitude toward online language teaching, online teaching motivation and attitude toward online language teaching, and attitude toward online language teaching and attitude toward digital reading. Previous studies by Vezne (2020), Mateus et al (2021), andCivelek et al (2021) support these findings and suggest that preservice teachers' satisfaction and motivation levels in online teaching can positively influence their outlook toward online teaching and digital reading. These results imply that constructively nurturing preservice teachers' motivation and satisfaction levels can positively impact their attitudes toward online teaching and related components.…”

“…In addition, there seems to be a lack of studies that look at the variables affecting teaching self-efficacy in a holistic manner. Most of the studies available took on only one (1) variable that may affect an educator's selfefficacy (Afroz et al, 2021;Aguilar-Cruz & Medina, 2021;Atar et al, 2019;Aslan, 2021;Blundell et al, 2020;Can & Karacan, 2021;Caner & Aydin, 2020;Civelek et al, 2021;Er & Karatas, 2021;Lee & Ogawa, 2021;Ricohermoso, 2021;Rizkiani, 2022;Yastibas, 2021;Zembat et al, 2020). Also, to some extent, there is a lack of studies that address self-efficacy of preservice teachers, as most studies tend to delve and investigate the self-efficacy levels of in-service teachers.…”

Distance Learning as the New Reality in Tertiary Education: A Case Study

“…A plethora of research papers has appeared that have intended to gain insight into the various aspects of ERT. Most of these papers deal with the urgent question of transitioning from face-to-face to emergency online learning (Aranyi et al, 2022;Vargas Barquero et al, 2022;Marshall et al, 2020;Yeigh & Lynch, 2020), the relationship between COVID-19 and remote teaching (Alvarez, 2020;Arefi, 2021;Bacsa-Bán, 2022;Donham et al, 2022;Herrmann, 2020;Schrenk et al, 2021;Toquero, 2020), instructor and student perspectives on remote course delivery (Castañeda-Trujillo & Jaime-Osorio, 2021;Chen et al, 2022), as well as student and teacher perceptions, experiences and attitudes to the unconventional for them mode of education (Baruth et al, 2021;Butic Reyes, 2021;Civelek et al, 2021;Gürler et al, 2020;Hussein et al, 2020;Ironsi, 2022;Juárez-Díaz & Perales, 2021;Martin et al 2021;Melnychenko & Zheliaskova, 2021;Ozfidan et al, 2021;Pylypenko & Kozub, 2021;Valizadeh & Soltanpour, 2021).…”