iranian efl lectures perceptions about emergency remote language teaching (erlt): insight from delone and mclean’s model of information systems success

At the outbreak of the covid-19 pandemic, higher education institutions around the world were compelled to bring forth suitable alternatives to secure continuity in the process of education. gathering data would display the quality and efficiency of emergency remote language teaching (erlt) in higher education in iran. for this sake, in the current qualitative study, the researchers applied delone and mclean's model of information systems success to discover university lectures’ attitudes toward erlt during corona and post corona. hence, we applied purposeful sampling, and selected 24 university lecturers and semi-structurally interviewed with them. the findings of the deductive content analysis displayed that that erlt lead university instructors to develop their professionals and overcome their technophobia. furthermore, it provided a flexible situation for lecturers to manage their university classes, that might be cost-effective for them to have minor communication with others. however, erlt had some health hazards for lectures and led university learners to be passive learners and cheat during the online assessment. also, the lack of technical, financial, and professional support from state and administrators negatively influenced the service quality of it. moreover, university teachers would have blended and flipped language classrooms during the post-pandemic, which relies on students’ background information and levels. among many implications, the study suggests running more teacher training workshops for university lectures to help them overcome their technophobia and having teacher-student center classes. also, university executives should support lectures professionally and technically, which might affect their attitudes by applying more icts gadgets during the post-corona.