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Unpacking the Interplay Between Online Instructional Settings and EFL Teachers’ Evolving Professional Identity | ||
| Technology Assisted Language Education | ||
| دوره 3، شماره 4، اسفند 2025، صفحه 129-153 اصل مقاله (532.47 K) | ||
| نوع مقاله: Original Article | ||
| شناسه دیجیتال (DOI): 10.22126/tale.2026.12552.1132 | ||
| نویسندگان | ||
| Raziyeh R Fallah1؛ Azizeh Chalak* 2؛ Hossein Heidari Tabrizi3 | ||
| 1Department of English, Yazd Branch, Science and Art University, Yazd, Iran. | ||
| 2Department of English, Isfahan (Khorasgan) Branch, Islamic Azad University, Isfahan, Iran | ||
| 3Department of English, Isfahan (Khorasgan) Branch, Islamic Azad University, Isfahan, Iran. | ||
| چکیده | ||
| The COVID-19 pandemic has brought significant changes to higher education, impacting not only the adoption of new technologies but also affecting how EFL instructors perceive their professional identities. This study used a quantitative survey design to investigate the perceptions of EFL instructors regarding their professional identity transformation during the COVID-19 pandemic, in online teaching. In addition, it also examined how online teaching has influenced teachers’ professional identity in different domains. Data were collected from 35 EFL instructors selected using convenience sampling. These participants were engaged in teaching English at the university level in Iran with different genders, educational backgrounds, and teaching experiences. Data were collected through a questionnaire containing four domains with 35 items using a four-point Likert scale. The data collected from the questionnaire were analyzed using SPSS software, enabling statistical analysis to identify patterns and trends related to the research questions. The results revealed that online teaching positively enhanced social relationships with students and colleagues, enriched the teaching experience, and boosted instructors’ self-esteem. The results showed that helping the teachers adjust to online teaching is very important. In addition, the results also suggested that universities should offer ongoing professional training and encourage teamwork so that teachers can develop the digital skills, pedagogical strategies, and emotional support they need to feel confident and effective in online teaching. | ||
| کلیدواژهها | ||
| COVID-19؛ EFL Instructors؛ Online Instructional Settings؛ Online Teaching؛ Professional Identity | ||
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آمار تعداد مشاهده مقاله: 45 تعداد دریافت فایل اصل مقاله: 76 |
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