Emergency Remote Teaching During COVID-19: Saudi University Teachers`Perceptions of EFL Classroom Interaction in Synchronous Online Lessons

COVID-19 caused a shift in language teaching from face-to-face lessons insert ignore into journalissuearticles values(F2FLs); to synchronous online lessons insert ignore into journalissuearticles values(SOLs); conducted via videoconferencing systems insert ignore into journalissuearticles values(VCS);. This paper explores teachers’ perceptions about VCS affordances for classroom interaction, their ability to create learning opportunities, and the challenges they faced and suggestions on how to overcome them. Following a mixed-methods approach, 20 English as foreign language insert ignore into journalissuearticles values(EFL); teachers at a Saudi University completed questionnaires and five participated in semi-structured interviews. Findings indicated that the webcam was the least used VCS functionality to facilitate interaction. Teachers thought that they created learning opportunities in SOLs but not as much/well as in F2FLs. Insufficient technological and pedagogical knowledge and skills were identified as main challenges which impeded interaction in SOLs.