Original article | Innovational Research in ELT 2021, Vol. 2(2) 35-46
pp. 35 - 46 | DOI: https://doi.org/10.29329/irelt.2021.416.3 | Manu. Number: MANU-2104-17-0001
Published online: December 30, 2021 | Number of Views: 48 | Number of Download: 192
The recent pandemic (COVID-19) forced major changes in education which led institutions to shift teaching from classrooms to virtual platforms. Considering the responsibility of teachers for successful implementation of this transformation, the study aims to investigate motivational reasons of instructors working in the school of foreign languages at a non-profit university for online teaching and the differences of their incentives in terms of synchronous and asynchronous teaching. To collect data, semi-structured interviews were carried out with 5 participants. Their answers were coded and categorized based on the research questions. The content analysis revealed that instructors had both intrinsic and extrinsic motivational reasons for both synchronous and asynchronous teaching. Also, the consequences of the recent pandemic were regarded as motivational factors for the participants. The changes in the society and technological advances indicated a reform in education was realized by the participants as an extrinsic motivation and it could be internalized and turned into an intrinsic motivation.
Keywords: EFL, online teaching, motivation
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