Language Teachers’ Perceptions and Experiences of Teaching English Language Online During the Pandemic

Abstract

During COVID-19 pandemic, instructors and learners had to master new tools with little direction or experience, and they struggled with availability and material aid, as well as illness and economic challenges. The study used a mixed-methods approach with an explanatory sequential design to process the data. Data were collected from 100 ESL university teachers from 37 different universities, and semi-structured interviews were conducted with 10 ESL university teachers from six different universities. Using purposive sampling, data were collected from participants from all parts of Sindh except Karachi. The descriptive statistical analysis was done using SPSS, and thematic analysis was performed to get the results. According to the findings of this study, teachers were moderately familiar with online teaching and strategies. However, the students in online courses were less engaged in learning and more inclined to participate in behavioral misconduct; therefore, they preferred face-to-face classes. Teachers experienced challenges in class preparation, exam administration, students' learning assessment, and a lack of resources including digital skills and internet access. Teachers' approaches were significantly influenced by online teaching because they learned and employed a variety of digital tools to make learning more engaging for students. This research has implications for pedagogical design and implementation.