EFL teachers' perceptions of the barriers and opportunities for implementing eLearning at Afghanistan Universities

• Main Authors: Rahim, Mohammad Naim, Sandaran, S. C.
• Format: Article
• Language: English
• Published: Horizon Research Publishing 2020
• Subjects: H Social Sciences (General)
• Online Access: http://eprints.utm.my/id/eprint/91435/1/ShantiChandranSandaran2020_EFLTeachersPerceptionsoftheBarriersandOpportunities.pdf; http://eprints.utm.my/id/eprint/91435/; http://dx.doi.org/10.13189/ujer.2020.082311
• Institution: Universiti Teknologi Malaysia

eLearning is implemented as an educational approach in teaching and learning EFL globally. Although, eLearning is said to enhance EFL education, there are still barriers and opportunities for the use of this approach that needs to be investigated. While there is wide research on eLearning, within the context of Afghanistan EFL practices, there is a need for more investigations. The current study aimed to investigate the perceptions of Afghan EFL teachers' perceptions, barriers and opportunities of implementing eLearning at universities. The study applied a qualitative approach. The respondents were 6 EFL teachers, purposefully selected from the English Department of a particular university in Afghanistan. The data were collected via semi-structured interview. Thematic analysis was used for coding. The findings showed that the teachers have a basic understanding of eLearning as well as its potentials for use at university-level EFL teaching and learning. It is also highlighted that the educational system has been transformed, and that eLearning provides a practical and visual language teaching with an anytime/anywhere learning opportunities. Some of the major barriers of eLearning implementation mentioned by the teachers include lack of regular supply of electricity, low speed internet, limited access to ICT tools, and lack of computer labs. The EFL teachers' interest to implement eLearning shows they are motivated to use eLearning in the EFL classroom, but due to the barriers, it is a challenge that the teachers find it hard to overcome as one of the biggest challenges is the lack of regular supply of electricity. The findings could help the Ministry of Higher Education of Afghanistan to consider this as an urgent need for changes to be made especially as in the new normal, COVID-19 pandemic era, due to digital disruption, virtual classrooms have become the norm worldwide. Without proper ICT systems, power supply and skills, both the teachers and students in Afghanistan would be greatly disadvantaged.