EFL Students' Perception of Emergency Remote Learning: Associations with Teachers' Behavior, Teaching Content, Learning Process and Learning Achievements

ABSTRACT

The COVID-19 pandemic requires EFL teachers to take charge of emergency remote teaching shortly. Understanding students' perception of the online teaching and learning could help instructors optimize the virtual EFL lecture planning. This study aimed to probe how learners would reflect towards the EFL online teaching and learning in terms of teachers' behavior, teaching content, learning process, and learning outcomes. An online questionnaire was framed and issued to 1108 year 1 and year 2 non-English majors in a university located in the southern part of China. Data were collected and coded via thematic analysis. Conclusions indicated that a) a sense of belonging to the online learning community played a key role for the students to perform positively;b) virtual EFL learning and teaching could be even more successful when the differences between face-to-face interaction and e-classroom interaction were taken into consideration;c) curiosity-arousing learning activities were conducive to learners' further autonomous online learning;d) motivational teaching design could enhance study when students enjoy the online learning achievements. © 2022 ACM.