the perceptions of iranian efl teachers toward virtual learning environment during covid-19 pandemic

Virtual learning environment (vles) are defined as “computer-based environments that are relatively open systems, allowing interactions and encounters with other participants” and delivering a huge database (wilson 1996, p 8). over the last twenty years, computer assisted language learning (call) attracted several scholars. they mostly believed call can help the learners to have faster and easier language development. in iranian efl context, the perceptions of students toward virtual learning haven’t studied yet. therefore, the aim of this study was to investigate the perceptions of iranian efl learners toward virtual learning environment. to this goal, the researcher conducted a descriptive quantitative research design based on a questionnaire developed by the researcher. the following questionnaire consisted of 12 items with 5 likert-point items to find out the preferences and attitudes of iranian efl teachers toward virtual learning. sixty iranian efl learners (30 males and 30 females) who were selected based on the purposive convenience sampling participated in the quantitative study. after gathering data, the scores were analyzed by spss software and the findings showed that, iranian efl learners had positive attitudes and preferences toward using virtual learning classroom, however they believed that announcing homework online and follow this up in the classroom make my students more interactive with english language. this study has some implications for scholars, teachers and the iranian ministry of education.