university teacher’s roles, university student’s roles, role development, EFL Listening classes, online language classes


Roles of the teacher and students in online language classes have been a well-researched area yielding various insights into the potential of online technologies and the need for a consideration of re-defining classroom roles. Drawing on a case study, for particularities, this paper aims to investigate the development of classroom roles in an EFL Listening class integrating online technologies at a university. Teacher and student interviews and Zoom class observations were used as instruments for data collection. Findings from qualitative data analysis showed two major issues. First, there was a critical development of the teacher’s roles and her students’ roles over a semester of Listening instruction totally drawing on online technologies. Second, online technologies helped enable the development of roles, which otherwise was impossible. Among discussion issues, an argument that can be raised concerns the relationship between role and identity. The paper implies a need for re-defining classroom roles in higher education.


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