Pixel International Conferences

The COVID-19 pandemic has forced a rapid shift from traditional face-to-face instruction to online learning environments. This unprecedented transition has particularly impacted the teaching and learning of English as a Foreign Language (EFL), where interactive and communicative approaches are crucial to language learning [1]. This paper aims to present the findings of a study that explored the experiences and attitudes of English as a Foreign Language (EFL) learners towards distance learning platforms during the COVID-19 pandemic, with a focus on synchronous (Webex) and asynchronous (eClass) learning environments. Based on data collected from 142 students across primary, secondary, and adult education settings in Greece, the research provides a comparative analysis of learner engagement, challenges, and preferences across different educational contexts and basic linguistic skills, mostly speaking and writing. The findings show that EFL learners preferred synchronous learning for its real-time interaction and effective speaking practice, however, many faced connectivity and access issues, especially on mobile devices. Asynchronous platforms were valued for their flexibility in supporting writing and speaking, but challenges like delayed feedback and inconsistent content reduced learner motivation and engagement. The paper concludes with recommendations for optimising both synchronous and asynchronous platforms to better meet the diverse needs of EFL learners across different educational settings, aiming to ensure balanced development in speaking and writing skills.