Navigating Virtual Language Learning Challenges: Insight into Teachers’ Speaking Strategies

Abstract

This study examines the challenges and solutions faced by teachers in virtual language learning environments, with a particular focus on managing student engagement, interaction, and the use of authentic materials. Adopting a qualitative narrative inquiry approach, the research investigates the experiences and strategies of teachers as they adapted to online teaching, especially during the COVID-19 pandemic. The study identifies several key obstacles, including technological limitations, reduced student interaction, and difficulties in maintaining long-term engagement. In response to these challenges, teachers employed various adaptive strategies, such as assigning interactive group roles, utilizing multimedia tools, and incorporating creative digital practices to sustain student participation and motivation. The findings underscore the crucial role of teacher agency in overcoming the constraints of virtual learning, highlighting the importance of collaborative reflection and the integration of technology as essential solutions. This research contributes to a deeper understanding of how teachers modify their teaching methods to ensure effective learning experiences in online classrooms, emphasizing the need for ongoing professional development and institutional support to improve digital literacy and pedagogical practices.