A QUALITATIVE INQUIRY INTO AFFORDANCES AND CHALLENGES OF ONLINE LANGUAGE TEACHING AND LEARNING

Abstract

The rapid growth of online education has transformed traditional teaching and learning practices, providing new opportunities and challenges for instructors and students. In this respect, learning about teachers' and students' perceptions of online teaching and learning is crucial for improving the quality, accessibility, and effectiveness of online education. This study thus investigated the English as a Foreign Language (EFL) instructors’ and students’ perceived affordances and challenges of online teaching and learning, and their preferences and suggestions to enhance online education. The study collected qualitative information from 8 online instructors and 8 students enrolled in the Basic English course at a state university. The research utilized semi-structured interviews as the method of data collection. Content analysis, aided by Nvivo software, was used to analyze the data. Results indicate that there are some affordances and challenges that online education creates. The most articulated advantages of online education are the flexibility of time and place, permanent access to recordings of online lectures, creating a comfortable environment, and enhancing technology integration in lectures. On the other hand, numerous challenges as well are referred which make online instructors and students feel negative towards online teaching and learning. Challenges encompass teaching English language skills, utilizing language teaching methods, interaction and communication problems, poorness of technical infrastructure, lack of attendance and participation, and poorness of teacher training. To enhance online education practices, both the instructors and students suggested that the quality of teacher training, technical and material infrastructure of the university should be improved.