Kosovar EFL Teachers’ Perceptions About the Benefits of Online Teaching

Adea Haxhiavdyli

Session

Education and Development

Description

This study was designed to explore the perceptions of Kosovar EFL teachers on the benefits of online teaching. Due to the COVID-19 pandemic that has affected everyone around the world, Kosovo teachers had to switch from face-to-face to online teaching. To carry out this research, the mixed method approach was used to explore their attitudes towards online teaching. An online questionnaire was randomly distributed to 120 Kosovar EFL teachers. SPSS 22 was used to analyze the data taken from participants’ responses. Their attitudes towards online teaching are negative, suggesting a need for a curriculum revision; furthermore, teachers should receive instructions. Additionally, to facilitate online EFL teaching in EFL curricula, Kosovo schools should be supplied with proper technology equipment and internet access and provide good training for teachers to adjust as per their needs. The qualitative and quantitative results are interpreted to show that assessing teachers’ perceptions of online teaching and their attitudes to the challenges of it are areas in need of attention from professional development designers and policymakers.

Keywords:

EFL Teachers, online teaching, perceptions, benefits.

Proceedings Editor

Edmond Hajrizi

ISBN

978-9951-550-95-6

Location

UBT Lipjan, Kosovo

Start Date

28-10-2023 8:00 AM

End Date

29-10-2023 6:00 PM

DOI

10.33107/ubt-ic.2023.313

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Oct 28th, 8:00 AM Oct 29th, 6:00 PM

Kosovar EFL Teachers’ Perceptions About the Benefits of Online Teaching

UBT Lipjan, Kosovo

This study was designed to explore the perceptions of Kosovar EFL teachers on the benefits of online teaching. Due to the COVID-19 pandemic that has affected everyone around the world, Kosovo teachers had to switch from face-to-face to online teaching. To carry out this research, the mixed method approach was used to explore their attitudes towards online teaching. An online questionnaire was randomly distributed to 120 Kosovar EFL teachers. SPSS 22 was used to analyze the data taken from participants’ responses. Their attitudes towards online teaching are negative, suggesting a need for a curriculum revision; furthermore, teachers should receive instructions. Additionally, to facilitate online EFL teaching in EFL curricula, Kosovo schools should be supplied with proper technology equipment and internet access and provide good training for teachers to adjust as per their needs. The qualitative and quantitative results are interpreted to show that assessing teachers’ perceptions of online teaching and their attitudes to the challenges of it are areas in need of attention from professional development designers and policymakers.