An investigation of foreign language teaching in virtual classrooms according to teacher, student and parent views

The functioning of education and training has also changed in the changing and transforming world with the developing technology. Learning has become not limited to a single place. Both out of necessity and preference, education and training have started to take place in virtual classrooms. The aim of this study is to examine foreign language teaching in virtual classrooms according to the views of teachers, students and parents. Case study, one of the qualitative research methods, was used in the research. The study group of the research consists of 22 foreign language teachers working in public high schools, 20 high school students and 15 high school student parents. The data of the study were obtained with the help of an interview form consisting of 7 questions. The data obtained were evaluated by content analysis and descriptive analysis, themes were formed and presented with direct quotations. As a result of the research, the virtual classroom tools and online applications used by teachers, students and parents for foreign language teaching in virtual classrooms are similar. There was no consensus among teachers, students and parents about the effect of online applications on the foreign language teaching process in virtual classrooms. It was determined that there were no problems in teaching other language skills in virtual classrooms, except for writing skills. Regarding virtual classroom experiences in foreign language teaching, teachers stated that they considered themselves and parents considered their students to be good at using technology, while students stated that the interaction was weak because the cameras were not turned on. It was determined that the participants had common expectations for measurement and evaluation in virtual classrooms. The ease of classroom management and management of student behaviors in foreign language teaching in virtual classrooms, having a lot of teaching materials for language lessons, saving time and continuing the education process without loss were determined as positive aspects. In virtual classrooms, the camera and microphone being off, internet and connection problems, low participation in the lessons, unresponsiveness of the students in the lesson, inability to use gestures and mimics, and inability to make measurement and evaluation were determined as negative aspects. According to the findings of the research, it is among the expectations that teachers should be given compulsory in-service trainings about virtual applications for foreign language teaching in virtual classrooms, teachers and students should be provided with devices and internet access, and lessons should be recorded so that they can be repeated. In addition, various expectations were also expressed such as providing cameras and microphones by making virtual classrooms similar to traditional classrooms, making attendance compulsory in order to increase participation in the lesson, and making measurement and evaluation to improve students' foreign language skills in virtual classrooms.