On the Relationship Between Iranian EFL Teachers’ Media Literacy and their Attitude toward Online Teaching

Gharhbaghi, Fatemeh; Hosaini, Hosna

doi:10.22034/jrtle.2023.355140.1035

On the Relationship Between Iranian EFL Teachers’ Media Literacy and their Attitude toward Online Teaching

Document Type : Original Article

Authors

Fatemeh Gharhbaghi

Hosna Hosaini

English Department, Tabaran Institute of Higher Education, Mashhad, Iran.

10.22034/jrtle.2023.355140.1035

Abstract

Online teaching ultimately encourages language teaching to use established and best practices to provide this teaching modality in empirically validated ways. The use of the media in classrooms leads students to learn about the subject more creatively and objectively. The study investigated the relationship between teachers' media literacy and their attitude toward online teaching. Three hundred eighty-three males and females EFL teachers participated in the present study. All participants had a Master of Arts in TEFL. The participations were selected through convenience sampling. Then, the researcher used the Pearson correlation to investigate the correlation between teachers’ media literacy and their attitude toward online teaching. The results showed that there was a positive significant relationship between teachers’ media literacy and their attitude towards online teaching.

Keywords

Media Literacy Education

Online Teaching

Teachers’ Attitude towards Online Teaching

Teachers’ Media Literacy