شقايق رحمتي

The present study sought to investigate the attitude and vision of EFL teachers in teaching early English literacy skills to Iranian EFL young learners online in terms of time and classroom management, content and technology use, teaching methodology, and eva‎luation and feedback. It also aimed to find out whether there is a significant difference between online and on-site settings for this issue. To this end, 60 EFL teachers participated in this study. The instruments included a structured questionnaire and a semi-structured interview. The questionnaire was developed after a thorough analysis of the relevant literature. A total of 30 participants were randomly allocated to the online group, while another 30 teachers were assigned to the on-site group. Additionally, to validate the findings obtained from the questionnaire, 15 participants were selected for the further interview. The results showed that teachers’ attitude toward teaching early literacy to kids was generally positive and they employed different approaches to phonics to teach alphabet knowledge. However, teachers preferred on-site settings and they blamed the lack of a proper TTC course tailored for online teaching. The findings of this study can be used by EFL instructors and stakeholders for designing Teacher Training Courses about teaching early literacy to young learners online.

انگليسي به عنوان زبان خارجي , سواد , آواشناسي , زبان آموزان كودك

EFL , literacy , phonics , young learners

Shaghayegh Rahmati

Dr. Hooshmand