The post-pandemic intentions of EFL lecturers towards online language teaching

Abstract

After the widespread transition to Emergency Remote Language Teaching , there is a need to investigate teachers' continued intention toward online language teaching post-pandemic. Thus, DeLone and McLean's model of information systems success was used to investigate university lecturers' attitudes toward OLT during the post-pandemic period. The maximum variation sampling was conducted on fourteen university lecturers from various cities in Iran. A three-phase interview protocol was developed and applied to the participants. The data was analyzed with content analysis. The result of the deductive content analysis showed that OLT helped university instructors overcome technophobia and become experts in it. However, OLT had some health hazards for lecturers and led students to passive learning. Furthermore, the lack of technical, financial, and professional support from the administrators affected OLT service quality. Moreover, participants would have blended and flipped language teaching during the post-pandemic, based on learners' levels and psychological factors. Among many implications, the study suggests more teacher training workshops for university lecturers to overcome technophobia.

Keywords: DeLone and McLean information systems success model; EFL teachers; Online Language Teaching; Post-pandemic.