Seyed Reza Dashtestani - English Department Faculty of Foreign Languages and Literatures University of Tehran, Tehran, Iran
Hossein Karami - English Department Faculty of Foreign Languages and Literatures University of Tehran, Tehran, Iran
Zahra Dashtban - English Department Faculty of Foreign Languages and Literatures University of Tehran, Tehran, Iran

Recently, the implementation of online instruction has gained increasingpopularity among English as a foreign language (EFL) students and teachers.However, very limited research has been directed towards online EFLteachers’ preparedness for and knowledge of online instruction. The presentstudy aimed to explore Iranian online EFL teachers’ perceptions on their levelof online language instruction skills. The participants included 108 online EFLteachers who worked at numerous language teaching institutions in Iran.Compton’s (2009) conceptual framework for required skills for onlineteaching was considered as the theoretical basis of this study. The findings ofthe survey study indicated that the majority of Iranian online EFL teachershave limited technological, pedagogical, and evaluation skills and knowledgein order to implement online instruction in the Iranian EFL context. The studyproposes several recommendations and suggestions on how to equip teacherswith the necessary skills required for online instruction in the EFL context ofIran.

Online instruction, Teachers, Skills, EFL, perceptions