Teaching behind the Screen: K-12 EFL Teachers’ Perceptions on the Online Teaching Implementation

The rapid shift to online teaching during the COVID-19 pandemic highlighted both the potential and the challenges of integrating Computer-Assisted Language Learning (CALL) into English as a Foreign Language (EFL) education. While many teachers first encountered online teaching during the pandemic, this study included K-12 EFL teachers who had taught online both during COVID-19 and for at least seven consecutive weeks after pandemic restrictions ended. The aim was to explore their perceptions and practices in post-pandemic online teaching contexts. A qualitative research design was employed, using semi-structured interviews with twelve teachers who planned and delivered online lessons during the study period. Data were analyzed thematically to identify patterns in technological integration, pedagogical strategies, and perceived outcomes. Findings indicate that teachers valued CALL for enhancing interactivity, flexibility, and learner autonomy but faced challenges such as classroom management, varying digital literacy, and unequal student access. Limitations include the small sample size and single-context focus. Future studies should examine diverse contexts and employ mixed-method approaches while enhancing teacher training in both pedagogy and technology.