Exploring English as a Foreign Language (EFL) teachers' experience of flow during online classes

The present study explored Iranian English as a Foreign Language (EFL) teachers' experience of flow in online teaching. To this aim, interviews were conducted to explore the conditions reported to facilitate or hinder the experience of flow among teachers. Twenty-four Iranian EFL teachers (elev...

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Bibliographic Details
Published inOpen Praxis Vol. 14; no. 3; pp. 202 - 213
Main Authors Khajavi, Yaser, Abdolrezapour, Parisa
Format Journal Article
LanguageEnglish
Published Oslo, Norway International Council for Open and Distance Education 01.01.2022
International Council for Open and Distance Education (ICDE)
Subjects
Attention
COVID-19
Distance Education
efl
Electronic Learning
English (Second Language)
English language
English Language Learners
flow experience
flow theory
Foreign Countries
Foreign speakers
Internet in education
Language Teachers
Learning
Methodology
online education
Pandemics
perceptions
Practice
School Involvement
Study and teaching
Teaching
Technology Uses in Education
Iran
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Summary:The present study explored Iranian English as a Foreign Language (EFL) teachers' experience of flow in online teaching. To this aim, interviews were conducted to explore the conditions reported to facilitate or hinder the experience of flow among teachers. Twenty-four Iranian EFL teachers (eleven males and thirteen females) were selected for semi-structured interviews to collect qualitative data concerning their perceptions towards the online teaching-learning process. Participants had limited experience of online teaching Findings revealed that all teachers had experienced flow in online classes. It was also found that, besides previously used concepts which led to teacher flow, students' digital literacy, teachers' feeling of dominance on the subject, and peer communication were influential in enhancing teachers' flow in online classes. Finally, the inability to judge learners' physical and emotional condition, technical obstacles as well as limitations due to face-to-face interaction were reported to be the main obstacles hindering teachers' perceived flow in online classes. Possible implications for teacher education programs are discussed.
Bibliography:Open Praxis, Vol. 14, No. 3, Sept 2022, 202-213
Informit, Melbourne (Vic)
ISSN:2304-070X
1369-9997
2304-070X
DOI:10.55982/openpraxis.14.3.495