Language Teacher’s Experience and Preference toward Online Learning Platforms during the COVID-19 Pandemic

Abstract

The COVID-19 pandemic compelled the educational sector to act quickly, resulting in the adoption of replacement online learning platforms (OLPs) to keep the educational system running throughout the crisis. This study explored how language teachers in Ethiopia are prepared in terms of their experience and preference toward OLPs. To achieve this goal, data were collected from 203 participants (aged 22–46, including 81 males and 122 females) using a self-perceived questionnaire. The data was then analyzed using descriptive statistics, including means and standard deviations, and inferential statistics, including ANOVA tests, to determine the teachers’ experiences and preferences toward OLPs. The mean score of the teachers’ experience findings revealed a score of 3.406 out of a five-point Likert scale, and the preference subdimensions mean scores ranged from 3.164 to 3.476. The ANOVA findings revealed that, in the mean scores of language teachers’ experience toward OLPs ( $p>0.05$ ) and preferences toward OLPs, there were statistically significant differences for video streaming platforms ( $p>0.05$ ), digital reading materials platforms ( $p>0.05$ ), and mixed OLPs ( $p>0.05$ ). Regarding the statistically significant correlation between language teachers’ experiences and preferences (LTEP) toward OLPs (except between video streaming platforms and digital reading materials platforms (r = −0.011, $p=0.878$ )), there was a statistically significant impact. Post hoc results showed, however, that there was no statistically significant correlation between language teachers’ preference dimensions. To summarize, Ethiopian language teachers preferred video streaming platforms and mixed OLPs over digital reading materials platforms. Moreover, further research into the LTEP toward OLPs in various ecological aspects is required.