Exploring ELT instructors' perceptions of face-to-face and synchronous online class observations: The case in a school of foreign languages

In the evolving landscape of higher education, the integration of technology and the global Covid-19 pandemic have prompted educational institutions to adapt and implement online teaching and assessment methods. Class observations, a vital component of instructional quality assurance, have similarly transitioned from face-to-face to online settings. The study aims to uncover whether instructors perceive face-to-face observations as more beneficial for their professional development and pedagogical improvement or if online observation methods offer distinct advantages. By examining instructors' perspectives, the research intends to provide a comprehensive understanding of their preferences, challenges, and expectations in both observation settings. The participants are 26 English language instructors working at school of foreign languages of a private university in Antalya in 2020-2021 and 2021-2022 Academic year. Qualitative research design was used, and the data was collected via an interview which consists of open-ended questions to obtain a holistic view of instructors' perceptions. Descriptive and content analysis was used to analyze the answers given to open-ended items. After data was listed and organized, codes were determined to identify the themes. The findings may not only inform the university's approach to class observation but also contribute to the broader discourse on effective observation practices in English language instruction, particularly in the context of technology integration and changing educational landscapes. Ultimately, this research seeks to enhance the quality of English language education by aligning observation practices with instructors' needs and preferences. The result of the study demonstrated face-to-face observations were found to enhance various aspects of teaching to a larger extent. These included instruction delivery, collaborative learning strategies, lesson and task planning, time management, classroom management, and the use of concept check questions. They also positively influenced overall teaching quality, teacher reflection, and teaching standardization. However, concerns were raised about observation frequency and the perception of being used for performance evaluation, which at times demotivated instructors. The study also revealed that online observations were valued for their ability to provide feedback on online teaching strategies, increase awareness of effective online teaching, promote self-reflection, integrate online tools, and offer class recordings for review. Nonetheless, instructors expressed anxiety about technical issues, concerns about student behavior during online classes, and difficulties in managing time and class dynamics during online observations. When asked about their preferences, most instructors preferred face-to-face observations.