Abstract

Remote learning (RL) has gained significant momentum in recent years, particularly following the COVID-19 pandemic lockdown, underscoring the need for technology to facilitate remote education. Despite its increased prominence, RL has been a long-standing educational tool, enabling students to access quality education even when physically distant from prestigious institutions. However, the effectiveness of RL has been a topic of ongoing debate, with no clear consensus in the literature on the optimal strategies to enhance its outcomes. Focusing on English language learning, this study aimed to investigate the challenges and barriers associated with RL and identify effective strategies to improve its efficacy. To achieve this, the researcher conducted interviews with 15 educators, using open-ended questions to gather their insights on the current state of teaching English remotely and the issues they encountered. Through a thematic analysis of the interview data, the study identified several key strategies for enhancing the effectiveness of online English instruction, many of which align with findings in the existing literature. A supportive online learning environment was identified as essential for fostering interaction between tutors and students, as well as peer-to-peer engagement. Additionally, the study highlighted the importance of flexible learning platforms that incorporate interactive and engaging activities, allowing students to learn at their own pace. Measuring the effectiveness of RL was also emphasized as critical for student success. The findings suggested that evaluating English learners' progress should involve understanding individual limitations and capabilities coupled with objective performance assessments. To address existing challenges, the study recommended improving tutor training on technology and integrating more interactive, engaging, and enjoyable online systems. The study contributes a potential framework for developing effective RL strategies to support English learners and enhance overall learning outcomes by addressing these gaps.

Library of Congress Subject Headings

English language—Study and teaching—Foreign speakers—Computer-assisted instruction; Web-based instruction; Distance education—Evaluation

Date of Award

2025

School Affiliation

Graduate School of Education and Psychology

Department/Program

Education

Degree Type

Dissertation

Degree Name

Doctorate

Faculty Advisor

Farzin Madjidi

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