An Exploration into Iraqi EFL Teachers' and Learners' Perspectives on the Google Classroom Platform under the COVID-19 Pandemic

This study explores the global influence of COVID-19 on education, particularly in Iraq, where a shift from traditional classrooms to online learning, notably Google Classroom, occurred. Iraqi English as a Foreign Language (EFL) instructors and students' perspectives were investigated using mixed methods design. Integration of the qualitative data corroborated the quantitative findings and enhanced the study's validity. Online learning, facilitated by technology, enables education without direct teacher-student interaction and engagement. Using the Technology Acceptance Model (TAM) to gauge factors influencing platform adoption is prevalent accordingly. Employing the TAM, attitudes toward Google Classroom were examined through surveys (21 teachers, 70 students) and interviews (10 teachers, 10 students). Results highlighted the platform's value for EFL education, noting benefits like collaborative learning and improved satisfaction, while technical issues emerged as a challenge. Namely, advantages encompassed accessibility, organization, collaboration, and eco-friendliness, while challenges included technical hurdles, reduced interaction, security fears, and limitations in the classroom experience. Despite pandemic hurdles, teachers and students embraced Google Classroom, suggesting its integration into teaching warrants careful consideration of Iraqi EFL learners' context and needs.

An Exploration into Iraqi EFL Teachers' and Learners' Perspectives on the Google Classroom Platform under the COVID-19 Pandemic Keywords:

Google Classroom , online teaching , COVID-19 , Technology Acceptance Model , mixed-method