The experiences and views of English teachers and students regarding online instructional technologies and materials during the COVID-19 pandemic

The aim of this research is to examine the teacher-student views and experiences regarding the instructional technologies and materials used in online English lessons during the transition to distance education due to the Coronavirus (COVID19) pandemic. A mixed-method approach was used in this research. Quantitative data was collected and analyzed using a descriptive survey design, while qualitative data was collected and analyzed using a phenomenological pattern. Information request forms and semi-structured interview forms developed by the researcher were used as data collection tools. The quantitative sample consisted of 55 teachers and 321 students, while the qualitative study group included 20 teachers and 30 students. Within the scope of the research, it was found that the teachers and students experienced difficulties in adapting to technology usage during the early stages of distance education. The teachers who had an interest in technology faced fewer challenges in using instructional technologies and materials. According to the analysis results of some student interviews, mostly students with internet access and device availability benefited from online education opportunities. However, the quantitative analysis revealed that there was no significant relationship between device access and participation in online lessons. Besides, students emphasized that the use of materials that appeal to their interests and are attention-grabbing would increase their motivation to participate in online lessons. Also, teachers expressed that they improved their technological competence while trying to engage their students. KEYWORDS: Distance education, English Language Teaching, Online Instructional Technologies, Digital Teaching Materials