Do Online Classes Really Contribute to Support EFL Learning? Teachers’ Perspectives

Rogger Mauricio Silva Herrera

doi:10.29166/kronos.v5i1.6126

Authors

Rogger Mauricio Silva Herrera https://orcid.org/0009-0003-0202-0929

DOI:

https://doi.org/10.29166/kronos.v5i1.6126

Keywords:

Learning, teachers, perspectives, online classrooms

Abstract

Online classes or virtual classes have become an essential aspect of modern education and have changed the perspective of language learning, especially in the context of English as a foreign language (EFL). This study addresses the following question: Do online classes really support the learning of English as a foreign language? As virtual class rooms become more popular for both learners and educators, the effectiveness of the classes has shown some gaps in the teaching-learning process. In this regard, the main objective of this study is to investigate teachers' perspectives on the success of online teaching in relation to EFL learning. Therefore, this study is concerned with identifying the strengths and challenges that teachers perceive in virtual spaces. The methodology used for the research involves a mixed method with a questionnaire addressed to 6 teachers, 4 work in a public school and 2 in primary education, both located in the south of Quito, thus, the structured questionnaire will allow to clearly know the teachers' views on the impact of virtu al platforms and corroborate their perspective with the results of the study. The outcomes highlight the adaptability of online classes for EFL teaching and e-learning as a valid present and future option. Furthermore, this study will provide relevant information on how to correct and improve teaching in virtual environments However, concerns about possi ble loss of student engagement have emerged as key issues.

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