TY  - JOUR
TI  - ONLINE INSTRUCTOR ROLES AND COMPETENCIES: VOICES OF EFL  INSTRUCTORS
AB  - This study sets out to explore how do online EFL (English as a Foreign Language) instructors  perceive their roles and competencies. With this aim, qualitative data were gathered through  semi-structured interviews from eight online instructors who teach Basic English Course at a  state university in Turkey. Data were analyzed through content analysis technique using Nvivo  software. As a result of the study, five roles and 28 competencies were articulated by the EFL  instructors as crucial. Nevertheless, instructors asserted that they cannot perform most of these  roles and competencies in their online classes because of the challenges such as poorness of  the online platform, interaction problems, lack of student participation, inadequacy of online  material support, poorness of technical and technological infrastructure, overcrowded classes,  insufficiency of in-service teacher training, and lack of knowledge on online material  development, ICT (Information and Communications Technology) skills, integrating  technology into teaching, and copyright issues. For a more effective online teaching  environment, instructors emphasized the need for a sound technical and technological infrastructure, electronic course content support along with hands-on and continuous  professional development training. This study uncovers important implications of the  instructional, quality-related, and managerial dimensions of online education to be taken into  consideration by higher education institutions to create a successful online language teaching  and learning environment.
AU  - GÜNEŞ, Hilal
AU  - Adnan, Müge
PY  - 2023
JO  - IOJET
VL  - 10
IS  - 2
SN  - 2148-225X
SP  - 892
EP  - 916
DB  - TRDizin
UR  - http://search/yayin/detay/1189681
ER  -