exploring efl teachers’ efficiency/inefficiency in virtual education as perceived by english teachers and high school students

It is not feasible to improve the quality of virtual education without considering the effectiveness of teacher attributes. little has been reported regarding the comparison of teachers’ and students’ perspectives in relation to english teachers’ efficiency/inefficiency in cyberspace. the present study describes, examines and compares salient elements from the points of view of teachers and students. 294 high school students and 75 english language teachers responded to a seven-part questionnaire after a virtual interview. to examine the first to the fourth research questions, one sample t-test was applied, and friedman's test ranked the reasons for teachers’ efficiency/inefficiency. the independent t-test revealed that there is no significant difference between the perspectives of male/female teachers and students regarding the issue. from the points of view of the two groups, making hilarious virtual space, creating intimate relationships and mutual understanding, solving students' problems, giving opportunities for compensation, flexibility and welcoming students' opinions, paying extra attention to weak students, mastering the four skills, considering various evaluation criteria, changing teaching methodology based on the content, having eagerness in teaching and the teacher's capability to express themselves were listed among the most efficient characteristics. the most dominant factors of teachers’ inefficiency in the eyes of the two groups included mental and physical fatigue, limited internet speed and multiplicity of testing in network traffic, restricted time allocation for online exams, frequent updates of shad network, numerous problems in loading contents, lack of access for indigent students and less educational provisions in remote and sometimes inaccessible areas.