Examining teachers’ readiness and perception on distance EFL learning in Taiwanese secondary education

Abstract

This study assessed the readiness and perceptions of 215 secondary school teachers in Taiwan regarding distance English as a foreign language (EFL) learning. Data collection encompassed survey questionnaires, which were refined based on a pilot study. The responses underwent analysis using descriptive statistics, one-way ANOVA, and the Pearson correlation coefficient in the most recent iteration of SPSS. In addition, content analysis was conducted on follow-up interviews. The findings indicated a noteworthy degree of readiness among teachers for distance EFL learning, nonetheless the challenges arising from the abrupt transition to distance education during the COVID-19 pandemic. While teachers exhibited confidence in their ability to navigate EFL distance learning, they also accentuated the necessity for specialized training and institutional support to effectively manage its demands. Despite their preference for traditional in-person classes, teachers acknowledged the importance of ongoing support and training to enhance the quality of instruction in digital EFL learning contexts, emphasizing the need for continuous development in this newly developed teaching trend to align with evolving educational landscapes.