Standpoint of English language teachers on asynchronous classes

This study examined the perspectives of junior high school teachers on implementing asynchronous learning. It focused on five key areas: teaching strategies, learning materials, student engagement, assessment methods, and technical support. Using a descriptive research design, data were collected from 23 teacher-respondents through survey questionnaires and analyzed using mean scores and ANOVA. Results showed that teachers generally perceived teaching strategies, learning materials, and assessment methods in asynchronous classes as effective. However, significant challenges were noted in student engagement and technical support. Many teachers reported difficulty maintaining student interest and participation, indicating the need for more interactive and well-structured activities. Additionally, limitations in infrastructure and ongoing technical issues were cited as persistent barriers to successful implementation. The study found that teachers’ educational attainment significantly influenced their perceptions of student engagement, while gender notably impacted views regarding technical support. These findings suggest that demographic factors may affect how teachers experience and adapt to asynchronous teaching environments.