The perceptions of selected Ghanaian language teachers about virtual teaching and learning during crises

Abstract

In March 2020, Ghana responded to the WHO's declaration of COVID-19 as a pandemic by implementing restrictions on face-to-face teaching. This led to the widespread adoption of Virtual Teaching and Learning (VTL) across tertiary educational institutions in the country. While some institutions fully embraced VTL, others saw it as a temporary measure until face-to-face teaching resumed. This study examines language teachers' perceptions of VTL during this period, focusing on the Communication Studies Department of Sunyani Technical University, with 10 participants selected through purposive sampling. The research used a mixed method approach, collecting both qualitative and quantitative data. Content analysis was applied to qualitative data, while quantitative data were analyzed using Excel. Results revealed that 80% of participants had positive perceptions of VTL, while the remaining 20% expressed concerns about challenges such as policy guidelines, motivation, internet connectivity, data allocation, and technical issues that need addressing for VTL to be fully embraced.