Applications of Language Studies
A semiannual International Research Journal

EFL Learners’ Perceptions of Effectiveness of Online Classroom Discourse: The Role of Gender

Articles in Press

Document Type : Original Article

Author

Parirokh Soltani

English Language Teacher, Tehran, Iran

https://doi.org/10.22034/jals.2024.2034196.1033
Abstract
Understanding the perceptions of effective online classroom discourse is crucial for improving EFL learning experiences. This study aimed to explore Iranian EFL learners’ views on what constitutes effective online classroom discourse and to determine if there were any gender-based differences in these perceptions. The sample consisted of 20 intermediate EFL learners (13 females and 7 males) at Safir Language Institutes. To gain a comprehensive understanding of the themes and concepts related to online classroom discourse, qualitative analysis in the form of thematic analysis was employed. The findings highlighted three main factors influencing learners’ perceptions: classroom-related factors, teacher-related factors, and learner-related factors. The results also indicated that Iranian EFL learners focus on various aspects of classroom discourse, including teacher, learner, and contextual elements. Despite this, the differences in their comments were not significant. It was concluded that there is no notable difference between males and females regarding their perceptions of effective online classroom discourse. The implications of this study suggest that educators should focus on the identified factors—classroom-related, teacher-related, and learner-related—to improve the overall effectiveness of online EFL instruction.

Keywords

Discourse
EFL teachers
online learning
gender

Subjects

Applications of Language Studies

Articles in Press, Accepted Manuscript
Available Online from 13 August 2024

  • Receive Date 30 June 2024
  • Revise Date 04 August 2024
  • Accept Date 13 August 2024

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