Teachers' Perceptions of EFL Classroom Interaction in Synchronous Online Lessons at the Saudi University in an Emergency Remote Teaching Context

Abstract

Coronavirus disease 2019 (COVID-19) has caused a temporary shift in language teaching from face-to-face lessons (F2FLs) to synchronous online lessons (SOLs) via videoconferencing systems (VCS). This sudden shift to an alternate delivery mode is called an emergency remote teaching (ERT) context where classroom interaction might either be facilitated or hindered. Therefore, this thesis investigated this ERT context and used a mixed-method approach to explore the perceptions of teachers, who teach English as a foreign language (EFL), at King Saud University (KSU), in the Common First Year (CFY), regarding three aspects. First, their perceptions about the frequency of their use of VCS affordances to facilitate classroom interaction. Second, the extent to which they are able to create learning opportunities in SOLs compared to F2FLs based on features of interaction. Third, the challenges that might hinder interaction in SOLs and how might they be overcome. 20 questionnaire’s responses were analysed to generate descriptive statistics, and five semi-structured interviews were analysed based on Attride-Stirling’s thematic networks analysis (2001). First, data indicated that screensharing, breakout rooms, and text-chat were the most used VCS affordances to facilitate interaction. In contrast, turning on webcams was the lowest used affordance mainly due to the social normsin Saudi Arabia. Second, there was a statistically significant difference in teachers’ perceptions about the extent to which they were able to create learning opportunities in SOLs compared to F2FLs. Thus, it was concluded that most of them perceived that they were able to create several learning opportunities in SOLs, but not as well/much as F2FLs. Third, there were several challenges that might hinder interaction in SOLs, but the main ones were digital illiteracy and teachers lacking online pedagogical skills and knowledge, which could be resolved by attending workshops or developing online competencies. These new understandings may improve online teaching and enhance classroom interaction not only at KSU, but in other contexts as well.