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Challenges of distance English teaching: Narrative analysis of Iranian mainstream EFL teachers’ lived experiences

Mehrnoosh Fakharzadeh ; Sheikhbahaee University, Isfahan, Iran
Mohammad Hassan Naderi ; Sheikhbahaee University, Isfahan, Iran

Puni tekst: engleski pdf 356 Kb

str. 131-156

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This study aimed to examine what challenges Iranian EFL teachers in the mainstream edu-cational system experienced in distance classes during the COVID-19 pandemic. Telephone unstructured narrative interview was employed to collect data from 20 teacher participants, and two theoretical frameworks, CoI and TPACK, were used to interpret the results. The thematic narrative analysis yielded ten themes: non-customized platforms, material-related issues, connection/internet issues, pedagogical problems, evaluation problems, insufficien-cy of teachers’ knowledge of technology, unmet expectations, physical absence of teach-er/student, student-related issues, and dealing with negative emotions. The authors dis-cuss that while some challenges are the antecedent contextual challenges that existed and will probably continue to exist in the context of distance classes, some other challenges can be avoided if teachers are equipped with TPACK to fulfill their new roles in the community of distance classes.

Ključne riječi

EFL teacher, distance English teaching, narrative analysis, challenges

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