Covid-19 pandemic

Grounded in social learning theory, this study examined Iranian English language instructors’ and students’ perceptions of the contribution of Vadana-Mediated Learning Management Systems (VMLMS) as a remote education platform to online English language learning during the COVID-19 pandemic. A total of 54 university EFL instructors and 164 English language students were selected through convenience sampling from Islamic Azad Universities (IAU) in Gilan Province, Iran. To investigate their perceptions of VMLMS, one common questionnaire (for both instructors and students) and two separate questionnaires (one for instructors and one for students) were administered. Exploratory factor analysis was conducted to evaluate the common and instructor questionnaires. Descriptive analyses indicated that both groups held unfavorable perceptions of VMLMS. The results of the MANOVA revealed statistically significant differences between instructors’ and students’ perceptions of VMLMS. The analysis also showed that students agreed they did not receive sufficient support from either instructors or the system. These findings may have implications for universities and educational administrators seeking to facilitate the implementation of online instruction in the Iranian context.

The COVID-19 pandemic prompted significant transformations in education systems globally. Consequently, this qualitative ethnographic study aimed to analyze the evolution of attitudes among English as a Foreign Language (EFL) learners through the lens of language socialization (LS). Additionally, the study explored the evolution of the COVID-19 pandemic on the LS of Iranian EFL learners within cyberspace through prolonged engagement and triangulated data collection, including classroom observations, semi-structured interviews, researcher field notes, audio recordings, and student journals. This approach allowed for a holistic understanding of the Iranian culture from participants' perspectives. A triangulation of data was collected, comprising class observations, semi-structured interviews, researcher notes, audio recordings, and student journals. The Data analysis was conducted using MAXQDA Analytic Pro 2020. Based on the seven principles of LS, the results identified eight categories: cultural familiarity, cultural differences, the influence of foreign culture, changes in identity and behavior, online class recording, online learning, self-efficacy, and participation in virtual groups. Ultimately, this study concluded that language and culture are intrinsically intertwined and that learners' engagement with language and culture adversely impacts their socialization within the English language and culture. Furthermore, online classes were found to enhance learners' self-efficacy while reducing anxiety levels. The findings equip EFL educators with strategies for fostering adaptive language socialization during crises, while offering learners tools to navigate disruptions through reflection and virtual communities. Additionally, they guide researchers in studying attitude evolution ethnographically and urge material developers to integrate psychosocial elements into language resources for volatile environments.