Iranian High School EFL Learners’ Attitude towards Online Learning during the Covid-19 Pandemic

Fatemeh Jalilinia


By the outbreak of the Covid-19 pandemic, students and teachers were pushed to adapt themselves to the online learning system. The current study is a quantitative attempt to investigate English as a foreign language students’ perception of online learning during the pandemic. For this purpose, 30 male and 30 female students at the high school level were chosen to answer a questionnaire in Iran, Tehran. The questionnaire used in this study is adopted from Rojabi (2020) and comprises two parts. The first half assesses the interaction among students and between students and the teacher whereas the second half measures students’ attitude towards their online learning platform. The data was interpreted through the SPSS software (version 24) and the results revealed that learners mainly have negative perspectives on online learning and would not suggest it for further educational years to come. The majority of participants struggled with having effective interaction. Also, most of them did not have pleasant experiences with the learning platform they were instructed to use. It is recommended that the current learning environment be improved and teachers apply strategies to involve students fully in the learning process throughout online sessions.


Covid-19; Interaction; Learning environment; Online learning

Full Text:

Full PDF


Abbasi, F., Hejazi, E., & Hakimzade, R. (2020). Lived experience of elementary school teachers about the opportunities and challenges of teaching in the educational network of students (SHAD): A phenomenological study. Research in Teaching, 8(3), 24-1.

Adnan, M., & Anwar, K. (2020). Online Learning amid the COVID-19 Pandemic: Students' Perspectives. Journal of Pedagogical Sociology and Psychology, 2(1), 45-51.

Anwar, I. W., & Wahid, J. H. (2021). Learners' Perception on Online Learning Implementation During Covid-19 Pandemic. Journal of Languages and Language Teaching, 9(2), 126-138.

Bernard, R. M., Brauer, A., Abrami, P. C., & Surkes, M. (2004). The development of a questionnaire for predicting online learning achievement. Distance education, 25(1), 31-47.

Cabangcala, R., Alieto, E., Estigoy, E., De Los Santos, M., & Torres, J. M. (2021). When Language Learning Suddenly Becomes Online: Analyzing English as Second Language Learners’(ELLs) Attitude and Technological Competence. TESOL International Journal, 16(4.3), 115-131.

Erarslan, A, & Zehir Topkaya, E. (2017). EFL students’ attitudes towards e-learning and effect of an online course on students’ success in English. The Literacy Trek, 3(2), 80-101.

Erfani, M., & Ghapanchi, Z. (2019). Attitudes toward E-learning in Ferdowsi University of Mashhad: Case of English and Engineering Students. Quarterly of Iranian Distance Education Journal, 2(1).

Fortune, M. F., Spielman, M., & Pangelinan, D. T. (2011). Students’ Perceptions of Online or Face-to-Face Learning and Social Media in Hospitality, Recreation and Tourism. MERLOT Journal of Online Learning and Teaching, 7(1), 1–16.

Gray, J. A., & DiLoreto, M. (2016). The Effects of Student Engagement, Student Satisfaction, and Perceived Learning in Online Learning Environments. NCPEA International Journal of Educational Leadership Preparation, 11(1), 98–119.

Haji, J., Mohammadi Mehr, M., & Muhammad Azar, H. (2021). Describing the Problems of virtual Education via Shad application in Corona Pandemic: This is a phenomenological study. Information and Communication Technology in Educational Sciences, 11(43), 153-174.

Heirati, J. K., & Alashti, L. A. (2015). Attitudes toward using the Internet for language learning: A case of Iranian English teachers and learners. International Journal of Research Studies in Educational Technology, 4(1).

Lengkanawati, N. S., Wirza, Y., & Alicia, D. (2021, January). EFL Learners’ View on Online Learning Implementation During Covid-19 Outbreaks. In 4th Sriwijaya University Learning and Education International Conference (SULE-IC), 2020 (pp. 351-357). Atlantis Press.

Mahmoodi-Shahrebabaki, M. (2014). E-learning in Iran as a developing Country: Challenges Ahead and Possible Solutions. International Journal of Research in Education Methodology, 6(2), 788-795.

Manowong, S. (2016). Undergraduate students’ perceptions of Edmodo as a supplementary learning tool in an EFL classroom. Humanities, Arts and Social Sciences Studies (Former Name Silpakorn University Journal of Social Sciences, Humanities, And Arts), 137-162.

Ministry of Education of Iran. (2020, April 9). شبکه اجتماعی دانش آموزان (شاد) آماده بهره برداری شد [Students’ social network (shad) is ready to use]

Oraif, I.; Elyas, T. (2021). The Impact of COVID-19 on Learning: Investigating EFL Learners’ Engagement in Online Courses in Saudi Arabia. Education Sciences. 2021, 11, 99. 2-19.

Rojabi, A. R. (2020). Exploring EFL Students' Perception of Online Learning via Microsoft Teams: University Level in Indonesia. English Language Teaching Educational Journal, 3(2), 163-173.

Srichanyachon, N. (2014). EFL Learners' Perceptions of Using LMS. Turkish Online Journal of Educational Technology-TOJET, 13(4), 30-35.

Tanjung, F. Z., & Utomo, A. (2021). Investigating EFL Students’ Perception on Online Learning Amidst Covid-19 Pandemic. International Journal of Indonesian Education and Teaching (IJIET), 5(1), 102-115.

Wright, B. M. (2017). Blended learning: Student perception of face-to-face and online EFL lessons. Indonesian journal of applied linguistics, 7(1), 64-71.

Yaghoubi, J., Malek Mohammadi, I., Iravani, H., Attaran, M., & Gheidi, A. (2008). Virtual Students' Perceptions of e-Learning in Iran. The Turkish Online Journal of Educational Technology, 7(3).

Zayapragassarazan, Z. (2020). COVID-19: Strategies for Online Engagement of Remote Learners. Jawaharlal Institute of Postgraduate Medical Education and Research (JIPMER), 9(246), 1–11.



  • There are currently no refbacks.

Copyright (c) 2021 Fatemeh Jalilinia

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

JOLLT Journal of Languages and Language Teaching (p-issn: 2338-0810 | e-issn: 2621-1378) has been Indexed/Listed by

 Creative Commons License

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.