Vo Thi Le Chi, Phuong Hoang Yen


The coronavirus disease case, commonly known as Covid-19, has spread internationally since March 2020. Approximately 100 countries, including Vietnam, closed their schools due to a public health emergency, according to UNESCO. Due to the circumstance, teachers were forced to convert from in-person instruction to online instruction. In the context of Covid-19, this study investigated how EFL high school instructors felt about online English language education. A descriptive design and a mixed-methods approach were utilized in this investigation. Six EFL high school teachers in the Mekong Delta were interviewed for this study to get their perspectives. The findings demonstrated that the participants' opinions on the usefulness and simplicity of online instruction during the Covid-19 epidemic were overwhelmingly positive. Despite the challenges they encountered when conducting their online classes, the teachers were able to show the proper attitude toward using technology to teach. The pedagogical implications of online teaching and learning are also meant to encourage the development of innovative teaching strategies in the setting of high schools in the Vietnamese Mekong Delta.


Article visualizations:

Hit counter


Covid-19, online teaching, perceptions

Full Text:



Almosa, A. & Almubarak, A. (2005). E-learning Foundations and Applications, Saudi Arabia: Riyadh

Anderson, T. (2008). The Theory and Practice of Online Learning. Second Edition. AU Press Canada. Athabasca University

Arora, I. D. (2019). Online Learning. Teachers' COVID-19 awareness and distance learning education experiences, 32-34.

Brown, H. D. (2001). Principles of language learning and teaching (4th ed.) San Francisco: Addison Wesley Longman Inc.

Carliner, S. (2004). Overview of online learning. Amherst, MA: Human Resource Development Press

Jennex, M. E. (2005). Case Studies in Knowledge Management. Idea Group Publishing: Hersley.

Giovannella, C. (2020). Measuring the effect of the Covid-19 pandemic on the Italian Learning Ecosystems at the steady state: a school teacher's perspective. Retrieved from

Grgurovic, M. (2014). An application of the Diffusion of Innovations theory to the investigation of blended language learning, Innovation in Language Learning and Teaching, 8(2), 155-170.

Lestiyanawati, R. &, Widyantoro, A. (2020). Strategies and Problems Faced by Indonesian Teachers in Conducting eLearning System During COVID-19 Outbreak. (Journal of Culture, Literature, Linguistics and English Teaching), 2(1). Retrieved from

Marc, J. R. (2007). Book review: e-learning strategies for delivering knowledge in the digital age. Internet and Higher Education, 5, 185-188. Retrieved from

Marteney, T., & Bernadowski, C. (2016). Teachers’ Perceptions of the Benefits of Online Instruction for Students with Special Educational Needs. NASEN Helping Everyone Achieve.

Nambiar, D. (2020). The impact of online learning during COVID-19: students’ and teachers’ perspectives. The International Journal of Indian Psychology, 8(2). DOI: 10.25215/0802.094

Orhan, G., & Beyhan, O. (2020). Teachers’ perceptions and teaching experiences on distance education through synchronous video conferencing during the Covid-19 Pandemic. Social Sciences and Education Research Review, 7(1), pp 8–44.

Rusman, et al. (2011). Information and communication technology-based learning, develop teacher professionalism.

Twigg C. (2002). Quality, cost, and access: the case for the redesign. In The Wired Tower. Pittinsky MS (ed.). Prentice-Hall: New Jersey. p. 111–143.

Ramij, Md. G., & Sultana, A. (2020). Preparedness of Online Classes in Developing Countries amid COVID-19 Outbreak: A Perspective from Bangladesh. Available at SSRN: or

Rasmitadila, A. R., Rachmadtullah, R., Samsudin, A., Syaodih, E., Nurtanto, M., & Tambunan, A. (2020). The perceptions of primary school teachers of online learning during the COVID-19 pandemic period: A case study in Indonesia. Journal of Ethnic and Cultural Studies 2020, 7(2), 90-109. Retrieved from

Reinders A. & White B. (2010). Special Issue Commentary Learner Autonomy and New Learning Environment. International Journal of Contemporary Educational Research, 5(1), 2-17.

Todd, R. W. (2020). Teachers’ Perceptions of the Shift from the Classroom to Online Teaching. International Journal of TESOL Studies, 4-16.

UNESCO. (2020). Education: From disruption to recovery. Retrieved March 6, 2020, from



  • There are currently no refbacks.

Copyright © 2015 - 2023. European Journal of English Language Teaching (ISSN 2501-7136) is a registered trademark of Open Access Publishing GroupAll rights reserved.

This journal is a serial publication uniquely identified by an International Standard Serial Number (ISSN) serial number certificate issued by Romanian National Library (Biblioteca Nationala a Romaniei). All the research works are uniquely identified by a CrossRef DOI digital object identifier supplied by indexing and repository platforms.

All the research works published on this journal are meeting the Open Access Publishing requirements and can be freely accessed, shared, modified, distributed and used in educational, commercial and non-commercial purposes under a Creative Commons Attribution 4.0 International License (CC BY 4.0).