language teachers' attitudes towards online language teaching and their willingness to continue taking online classes in post-pandemic era

The purpose of this study was to explore the attitudes of iran language institute (ili) teachers towards online language teaching after having experienced emergency remote language teaching (erlt) for one year. in addition, we aimed to survey the teachers’ willingness to continue online teaching in post-pandemic era. 120 teachers were surveyed with seven scales (attitudes and perceived values towards online teaching, training and support, teachers’ self-confidence, technological access, perceived students’ readiness, willingness to continue online classes) through an online questionnaire. the obtained data was analyzed using descriptive statistics, correlation analysis, and multiple regression analysis. the results indicated that ili teachers were defiantly positive about teaching online after the emergency situation and they were willing to integrate online technologies in their onsite teaching as well as the students’ collaborative projects. a powerful relationship was found between the ili teachers’ perceived values about online teaching and their attitudes towards it. the correlation analysis also indicated that there existed strong relationships between other scales in the analysis. the multiple regression analysis showed that the best predictor of teacher’s attitudes towards online teaching was their perceived values. the findings of this study have pedagogical implications for the post-pandemic era and the use of online courses then.