Emergency Blended Vocabulary Instruction in Iran: Teachers' Perceptions, Dimensions, and Teaching Experience

This study investigates Iranian EFL teachers’ perceptions of emergency blended vocabulary instruction in the context of recurring, non-pandemic school disruptions. Drawing on a quantitative survey design, data were collected from ۵۴ teachers and analyzed across four dimensions: effectiveness, interaction, organization, and challenges. Reliability analysis confirmed strong internal consistency of the adapted instrument (α = .۹۰۹). Descriptive findings indicated that teachers reported high awareness of challenges and moderately positive perceptions of instructional effectiveness, while interaction emerged as the most vulnerable dimension. Independent samples t-tests revealed no significant differences between novice and experienced teachers, suggesting that years of teaching experience did not substantially shape perceptions in emergency blended contexts. Correlational analysis demonstrated strong interrelationships among effectiveness, interaction, and organization, indicating that these dimensions function cohesively, although organizational quality was only moderately associated with perceived effectiveness. Overall, the perceptual pattern more closely resembled emergency remote teaching than intentionally designed blended learning. By shifting attention from pandemic-driven crises to recurring structural disruptions and focusing specifically on vocabulary instruction, this study contributes to a more nuanced understanding of how emergency blended teaching operates in unstable educational environments.

کلیدواژه ها:

Emergency blended learning ، Emergency remote teaching (ERT) ، Iranian EFL teachers ، Teacher perceptions ، Vocabulary instruction ، Instructional organization ، Technology-mediated language learning