Nasim Ghanbari

The outbreak of COVID-19 pandemic has had unprecedented effects on education. The sudden shift to online classes along with strict physical distancing measures in the pedagogical settings require educators to reconsider all aspects involved in teaching and learning. Teachers as important stakeholders must grapple with the challenges caused by the abrupt transition to remote teaching and learning. Hence, using a qualitative case study, the present study set out to find how two Iranian experienced English language teachers at Persian Gulf University faced with the challenges after COVID-19 came into effect halfway through the university semester. To achieve this goal, the researchers conducted in-depth semi-structured interviews with two teachers at different times during the course. Besides, the teachers were asked to provide a descriptive account of how they dealt with the pandemic in their teaching context. The findings showed that after the shift to online teaching, the two teachers initially encountered several pedagogical, technological, institutional and affective challenges; however, as the course proceeded, they could find solutions to cope with the new situation. The teachers recounted problems that remained and negatively affected their practice. Overall, the authors discuss that to continue the education in the new online mode several pedagogical and administrative measures should be taken. Further, the results of the present study provide directions for the teachers who need to adjust their practice in the current time of virtual education.