Barriers of Culture Integration Into Distance EFL Teaching: Teachers’ Perspectives

Abstract

The present study aims to investigate teachers’ attitudes toward the integration of culture within the distance English language education process. With relevant theoretical background, this paper will particularly probe EFL teachers’ perceptions of the barriers hindering them from integrating culture into their distance learning (DL) classes. Data was collected from 66 teachers of secondary schools in different cities in Morocco and Jordan following the mixed method research design (questionnaires and interviews). The findings demonstrated that teachers exhibited enough willingness to support the cultural objectives, yet limited is the culture integration in the distance teaching of the English language. Based on the study findings, this study offers some inferences and recommendations for curriculum developers, material designers, teachers, and practitioners who already use or are considering using online tools with regard to culture learning and the teaching process.