A case study of EFL teachers’ and students’ experience of video-based online learning: beliefs, challenges and needs

Abstract

Rapid development of technology has transformed human practice in education and has led to the appearance of Distance Education (DE). However, Armenia was introduced to online learning only in times of COVID19 and its switch to online learning was forced, unprepared and intuitive at the same time. Thus, this study investigates teachers’ and students’ experience of online learning, their beliefs about online learning and technology use in language learning, their current challenge sand needs within the context of an afterschool English program The program has been delivering online classes in the capital and regions since March 2020 and is planning to offer online classes on a regular basis further on. For this Mixed Methods Research study quantitative and qualitative data was collected from 20 teachers, 234 students and 9 parents through surveys, semi-structured interviews and class observations. The findings have important pedagogical value for the stakeholders to make the right improvements in order to improve online learning experience and learning achievements. Also, pedagogical implications are suggested in a form of a guideline to design a needs based teachers’ professional development and students’ workshop.