Power in the virtual EFL classroom: Myths, realities and implications

This study is interested in the power matter in the virtual EFL classroom, hoping to shed light on issues emerged due to the shift to online learning during Covid-19 that previous studies conducting on physical class setting have not discussed. It examines how teachers use power in the virtual environment and how this impacts student learning. In an online setting, do the teachers use more or less certain powers, and does the use of certain power result in more positive learning? What are the students' voices and how can teachers empower students to facilitate more cooperation and responsibility in learning? The purposes are to identify problems or challenges that need immediate attention and/or action to avoid learning breakdowns. The study employs a mix-method (surveys and focus group interviews) using an adaptation of the Teacher Power Use Scale (TPUS) developed by Schrodt, Witt, & Turman (2007) as a tool to measure teacher's use of powers. The results of the study imply that the use of teacher power is necessary to encourage positive learning. The absence or ignorance of power by the teacher could cause neglecting or poor participation in the lesson. 

Key words: shift on online learning during Covid-19, power relation, teacher power use, TPUS, EFL, language classroom