An-Najah National University Faculty of Graduate Studies THE EFFECT OF DISTANCE LEARNING ON VIRTUAL CLASSROOM MANAGEMENT BY ENGLISH LANGUAGE TEACHERS AT NABLUS PRIMARY GOVERNMENTAL SCHOOLS By Yasmeen Majed Abu Rizeq Supervisor Dr. Nedal Jayousi This Thesis is Submitted in Partial Fulfillment of the Requirements for the Degree of Master of Methods of Teaching English Language, in the Faculty of Graduate Studies, An-Najah National University, Nablus, Palestine. 2022 ii THE EFFECT OF DISTANCE LEARNING ON VIRTUAL CLASSROOM MANAGEMENT BY ENGLISH LANGUAGE TEACHERS AT NABLUS PRIMARY GOVERNMENTAL SCHOOLS By Yasmeen Majed Abu Rizeq This Thesis\Dissertation was Defended Successfully on 17/7/2022 and approved by Dr. Nedal Jayousi Supervisor Signature Dr. Usama Abu Baha External Examiner Signature Dr. Ayman Nazzal Internal Examiner Signature iii Dedication To God Almighty, my creator, my source of inspiration, knowledge, and understanding, I dedicate this thesis. He has been the source of my strength throughout this work. I want to dedicate this thesis to my adored parents for their love and encouragement during all my life stages. I am thankful to my beloved husband for motivating and supporting me in pursuing my dreams and finishing my dissertation. I dedicate this thesis to my respectful family members, lovely siblings, and my little angels, Maryam and Abdul Razzaq. I am grateful to all the people who supported me throughout my journey through this thesis. iv Acknowledgment Foremost, I would like to praise Allah the Almighty, the Most Merciful, for His blessings and guidance given to me during all my achievements and in accomplishing this thesis. I would like to express my deepest appreciation to my supervisor Dr. Nedal Jayousi for his significant efforts. He generously provided me with knowledge and expertise. This endeavor would not have been possible without my parents' encouragement. Words cannot express my gratitude to my husband for his support and help. Last but not least, I have a great expectation that my thesis will be valuable and beneficial. v Declaration I, the undersigned, declare that I submitted the thesis entitled: THE EFFECT OF DISTANCE LEARNING ON VIRTUAL CLASSROOM MANAGEMENT BY ENGLISH LANGUAGE TEACHERS AT NABLUS PRIMARY GOVERNMENTAL SCHOOLS I declare that the work provided in this thesis, unless otherwise referenced, is the researcher’s own work, and has not been submitted elsewhere for any other degree or qualification. vi Table of Contents Dedication ....................................................................................................................... iii Acknowledgment ............................................................................................................. iv Declaration ........................................................................................................................ v Table of Contents ............................................................................................................. vi List of Tables ................................................................................................................. viii List of Appendices ........................................................................................................... ix Abstract ............................................................................................................................. x Chapter One Introduction .............................................................................................. 1 1.1 Prelude ......................................................................................................................... 1 1.2 Statement of the problem ............................................................................................ 2 1.3 Aim and objectives ...................................................................................................... 3 1.4 Questions of the study ................................................................................................. 4 1.5 Hypotheses of the study .............................................................................................. 4 1.6 Significance of the study ............................................................................................. 5 1.6.1 The theoretical significance ..................................................................................... 5 1.6.2 The practical significance ......................................................................................... 5 1.6.3 The research significance ......................................................................................... 6 1.7 Limitations of the study ............................................................................................... 6 1.8 Operational definitions ................................................................................................ 6 1.8.1 Distance learning ...................................................................................................... 6 1.8.2 Classroom management ........................................................................................... 7 1.8.3 Null hypothesis ......................................................................................................... 7 1.8.4 Virtual platforms ...................................................................................................... 7 Chapter Two Theoretical background and review of related literature .................... 8 2.1 Theoretical background ............................................................................................... 8 2.1.1 Transactional Distance Theory ................................................................................. 8 2.1.2 Nature of distance learning ...................................................................................... 8 2.1.3 Nature of classroom management .......................................................................... 13 2.1.4 Virtual classroom management .............................................................................. 15 2.2 Review of related literature ....................................................................................... 17 2.2.1 Related studies of distance learning ....................................................................... 17 2.2.2 Related studies of virtual classroom management ................................................. 18 2.3 The study status in the literature review .................................................................... 21 vii Chapter Three The Method ......................................................................................... 24 3.1 Methodology ............................................................................................................. 24 3.2 Population of the study .............................................................................................. 24 3.3 Sample of the study ................................................................................................... 24 3.4 Tools of the study ...................................................................................................... 25 3.4.1 The Questionnaire .................................................................................................. 25 3.5 Validity of the questionnaire ..................................................................................... 26 3.6 Reliability of the questionnaire ................................................................................. 27 3.4.2 The interview .......................................................................................................... 27 3.7 Procedures of the study ............................................................................................. 28 3.8 Variables of the study ................................................................................................ 29 3.9 Statistical design ........................................................................................................ 29 Chapter Four Results of the study ............................................................................... 30 4.1. Results related to the study questions: ..................................................................... 30 4.2 Results related to the hypotheses .............................................................................. 37 4.4 Results related to the interview ................................................................................. 39 4.4 Summary of results .................................................................................................... 44 Chapter Five Discussion of findings and recommendations ..................................... 46 5.1 Discussion of results related to the first question of the study .................................. 46 5.2 Discussion of results related to the second question of the study (according to the hypotheses of the study) .................................................................................................. 51 5.3 Discussion of results related to the third question of the study ................................. 52 5.4. Recommendations .................................................................................................... 58 5.4.1 Recommendations related to the results of the first question of the study ............. 58 5.4.2 Recommendations related to the results of the second question of the study ........ 58 5.4.3 Recommendations related to the results of the third question of the study ............ 59 5.4.4 Recommendations for the Ministry of Education .................................................. 59 References ...................................................................................................................... 60 Appendices ..................................................................................................................... 69 ?@ABCب ............................................................................................................................... ا viii List of Tables Table (1) The distribution of the study sample according to the study variables ............ 25 Table (2) The distribution of the questionnaire items on its four sections ...................... 26 Table (3) The distribution of the response and the numerical value corresponding to each response .......................................................................................................... 26 Table (4) Cronbach's alpha coefficients for testing the stability of the study tool .......... 27 Table (5) The means and standard deviation of virtual classroom management skills by English language teachers during distance learning at Nablus primary governmental schools: .................................................................................... 30 Table (6) The means and standard deviation of virtual class management skills for English teachers during distance learning at Nablus primary governmental schools ............................................................................................................ 31 Table (7) The means and standard deviation of executive skills for English language teachers during distance learning at Nablus primary governmental schools .. 33 Table (8) The means and standard deviation of technological skills for English teachers during distance learning at Nablus primary governmental schools ................ 34 Table (9) The arithmetic means and standard deviation of evaluation skills for English language teachers during distance learning at Nablus primary governmental schools ............................................................................................................ 36 Table (10) The arithmetic means, standard deviations, and t-tests for two independent samples, to examine the effect of distance learning on virtual classroom management skills by English language teachers of the upper primary level at Nablus primary governmental schools due to the gender variable ................. 38 Table (11) Arithmetic averages and standard deviations of the effect of distance learning on virtual classroom management by English language teachers in the upper primary level at Nablus primary governmental schools due to the variable of academic qualification. ................................................................................... 91 Table (12) The results of the one-way analysis of variance to examine the differences in the degree of compatibility of virtual classroom management skills during distance learning by English language teachers at Nablus primary governmental schools due to the variable of academic qualification ............. 91 Table (13) The most prominent difficulties of virtual class management that English language teachers face during distance learning and their reputation ............ 82 Table (14) The kinds of multimedia can English teachers use in effectively managing the virtual classroom and their reputation ............................................................ 85 Table (15) Teachers` suggestions for reinforcing the virtual classroom management and their reputation. ............................................................................................... 86 ix List of Appendices Appendix (A) Approval of the thesis title ....................................................................... 69 Appendix (B) List of Arbitrators ..................................................................................... 71 Appendix (C) A consent was obtained from An-Najah National University to the Ministry of Education to ease the mission ............................................... 72 Appendix (D) Questionnaire ........................................................................................... 73 Appendix (E) The interview ............................................................................................ 80 Appendix (F) The interview responses ........................................................................... 82 Appendix (G) Tables ....................................................................................................... 91 x THE EFFECT OF DISTANCE LEARNING ON VIRTUAL CLASSROOM MANAGEMENT BY ENGLISH LANGUAGE TEACHERS AT NABLUS PRIMARY GOVERNMENTAL SCHOOLS By Yasmeen Majed Abu Rizeq Supervisor Dr. Nedal Jayousi Abstract The study aims at measuring the effect of distance learning on virtual classroom management by English language teachers at Nablus primary governmental schools. It also determines the obstacles of virtual classroom management during distance learning by English language teachers and suggests some appropriate solutions to these obstacles. To achieve the objectives of this study, the descriptive-analytical methodology is used. An online questionnaire is distributed to (231) male .The SPSS program is used to analyze the questionnaire data. Besides the questionnaire, the researcher chooses the online interview as a second tool for the study. The results show a high degree of possessing classroom management skills, technological skills, and evaluation skills and a very high degree of possessing the executive skills by English language teachers during distance learning at Nablus primary governmental schools. According to the study results, the researcher recommends conducting further studies about virtual classroom management during distance learning and providing teachers with strategies for managing virtual classrooms. The researcher suggests making use of digitalization revolution worldwide and distributing laptops or smart devices for both teachers and students. Keywords: Distance Learning; Virtual Class Management; English Language Teachers; Governmental Schools. 1 Chapter One Introduction In the first chapter, the researcher discusses the problem of this study. The researcher also sets out the study objectives, questions and hypotheses. Then, the researcher identifies the study significance and provides the definitions. 1.1 Prelude The English language has become a universal language. The number of English users is constantly increasing nowadays. Also, it dominates all life fields; it is the language of medicine, the internet networks, technology, tourism, media, business, education, and science. Far and wide, the English language is one of the most widely used languages among people for different purposes. In addition, using the English language is a vital means of communicating with other people over the world. Therefore, teaching the English language is important. It plays a fundamental role in the comprehensive development of both the students and the community. It contributes to building a bright future for students in which it provides them a wide range of opportunities for personal development and finding a job, for instance. The methods of teaching the English language varied and developed over time. English teachers should carefully choose the suitable and appropriate method. Examples of teaching English language methods include the direct method, Audio-lingual, Total Physical Response, communicative language teaching, task-based language learning, Inquiry-based learning, etc. Nowadays, by integrating technology in the educational system, using information and communication technology (ICT) tools is vital in teaching English. ICT tools include interactive films and images, using YouTube, e- mail, and blogs. These tools promote the learning of English language skills and aspects (Alkamel & Chouthaiwale, 2018). Additionally, distance learning is a manner used rather than face-to-face learning. It aims at utilizing digital means to connect the teacher and students who are separated physically (Abuhassna & Yahaya, 2018). Life all over the world has been turned upside down by Coronavirus disease. At the outset of 2020, COVID-19 was listed as a universal pandemic by the World Health Organization (WHO, 2020). As a result, the quarantine was obligatory completely. That pandemic has influenced all aspects of life, including education. The education process 2 was strongly affected because of closing most the educational institutions, including schools and universities. Hence, educational trends were directed to draw efficient plans and strategies to keep learning and teaching processes alive. So, distance learning as a way of education is a panacea to peruse learning in the time of the COVID-19 pandemic. Distance learning is considered a famous way of learning to deliver information from different sites. It opens the doors for gifted or disabled students to learn. Also, it maintains the learning and teaching process going on regardless of any urgent situation. Employing distance learning system helps students to be involved, in touch with the material, and excited to learn. It expands using technology in different areas, especially in education, and following any useful updates. Students and teachers can improve their digital skills. It aims at promoting and fostering interaction and communication among many students from different places, with a focus on exchanging experiences and increasing knowledge (Shahini, 2021). Distance learning requires engaging learners in virtual settings. This engagement needs competent teachers who have sufficient knowledge and professional competencies to effectively manage the virtual classes. Virtual classroom management is considered a key factor in the success of the teaching and learning process, especially in English classes. Therefore, this study is going to measure the effect of distance learning on virtual classroom management by English language teachers at Nablus primary governmental schools. It is going to determine the obstacles to virtual classroom management during distance learning by English language teachers and suggest some appropriate solutions to these obstacles. 1.2 Statement of the problem The increasing danger of the Coronavirus forced educational institutions to carry on the teaching and learning process by implementing the distance learning system. Schools have cooperated with educational and technological supervisors to apply distance learning. The supervisors started giving teachers online training courses for dealing with distance learning system by using virtual platforms. Students lack face-to-face communication during the implementation of distance learning, which is physically separated them from each other and their teachers. That 3 separation reduced their motivation and enthusiasm to keep on learning. Therefore, students` academic achievement levels were dropped. Above that, some students could not attend the virtual lessons because of many reasons, including the poor economic condition, affordability to gain electronic devices, or the accessibility to the internet network. Some students and their parents do not have sufficient knowledge or skills to handle this system. There were difficulties in conveying the required learning materials. During the researcher's recent practice of teaching the English language during distance learning, she has noticed that teachers have encountered many obstacles; for instance, lack of technological skills, lack of personal communication, internet connection instability, selecting the appropriate teaching methods, and dealing with the virtual platforms. The most prominent obstacle was managing the virtual classrooms. That is in line with the current studies and articles; they revealed that teachers have faced obstacles in using distance learning, especially during the COVID-19 epidemic disease period. For instance, (Manea & Garinegut, 2021) declared that teachers had difficulties with virtual class management and building ideal teaching and learning environments during COVID-19 pandemics. In addition, implementing distance learning has raised many new challenges; one of them is classroom management (Kamal, Zubanova, Isaeva, & Movchun, 2021). Besides, Sari & Nayır (2020) found that one of the most prominent obstacles is lack of training on virtual classrooms which affects classroom management. Neither teachers nor students are qualified for implementing the distance learning system. Teachers and students need to be involved in training courses and equipped with the required skills and knowledge. Training courses help teachers to effectively employ the virtual platforms to strengthen their ability in managing the virtual classes, which influences students` learning. Thus, the researcher conducts a study to measure the effect of distance learning on virtual classroom management by English language teachers at Nablus primary governmental schools. 1.3 Aim and objectives Overall aim: To map the effect of distance learning on virtual classroom management by English language teachers at Nablus Primary governmental schools. 4 Objectives 1. To measure the effect of distance learning on virtual classroom management by English language teachers at Nablus primary governmental schools, according to the differences between the variables (Gender, Academic qualification). 2. To determine the obstacles of virtual classroom management during distance learning by English language teachers at Nablus primary governmental schools. 1.4 Questions of the study The first question: What is the effect of distance learning on virtual classroom management by English language teachers at Nablus primary governmental schools? Sub-questions emerged from the first question: • What is the effect of distance learning on virtual class management skills by English language teachers at Nablus primary governmental schools? • What is the effect of distance learning on executive skills by English language teachers at Nablus primary governmental schools? • What is the effect of distance learning on technological skills by English language teachers at Nablus primary governmental schools? • What is the effect of distance learning on evaluation skills by English language teachers at Nablus primary governmental schools? The second question: Are are the differences of distance learning in virtual classroom management at (α ≤ 0.05) by English language teachers at Nablus primary governmental schools due to the variables (Gender, Academic qualification)? The third question: What are the obstacles of virtual classroom management during distance learning by English language teachers at Nablus primary governmental schools? 1.5 Hypotheses of the study This study attempts to test the following hypotheses: There are no statistically significant differences at (α ≤ 0.05) of the effect of distance learning on virtual 5 classroom management by English language teachers at Nablus primary governmental schools due to (gender, academic qualification). Sub-hypotheses emerged from this hypothesis: 1. There are no statistically significant differences at (α ≤ 0.05) of the effect of distance learning on virtual classroom management by English language teachers at Nablus primary governmental schools due to the gender variable. 2. There are no statistically significant differences at (α ≤ 0.05) of the effect of distance learning on virtual classroom management by English language teachers at Nablus primary governmental schools due to the academic qualification variable. 1.6 Significance of the study The significance of the study is divided into theoretical, practical and research significance. 1.6.1 The theoretical significance The study identifies the nature of the distance learning system; its concept, importance, characteristics, benefits, objectives, types, and features, as well as identifies virtual classroom management. It also clarifies the obstacles facing English language teachers in managing virtual classrooms. The study helps to measure the effect of distance learning on virtual classroom management by English language teachers at Nablus primary governmental schools. It also coincides with the current efforts to expand the distance learning system to provide learning opportunities for all learners. Due to the spread of the Coronavirus, this educational system is being used extensively for the first time in Palestine. Other researchers can benefit from the results related to the English teaching and learning process. They can refer to the previous information about virtual classroom management. 1.6.2 The practical significance This study will attract the attention of specialists and educational supervisors towards advising and guiding teachers on how to effectively manage the virtual classroom. Guiding is by giving teachers courses qualifying them to increase their ability in the 6 light of distance learning application and development. Besides, it directs the attention of decision-makers in educational institutions to the obstacles facing the distance learning system and finds appropriate solutions, whether in English or other subjects. 1.6.3 The research significance As for the research significance, the findings of this study may benefit from opening up a field for researchers to prepare new research related to this subject. It also opens the opportunities for conducting new studies on other issues concerning distance learning and virtual classroom management. 1.7 Limitations of the study • Human limitation: English language teachers of the upper primary level at Nablus primary governmental Schools. • Spatial limitation: Nablus Governorate with its two branches (Nablus District - South Nablus District). • Time limitation: the second semester of the academic year (2021- 2022). • Objective limitation: The current study is limited to virtual classroom management in distance learning system. 1.8 Operational definitions 1.8.1 Distance learning “It is considered as a new type of learning to make learning process adaptable by using modern electronic resources. It is characterized by separation between the teacher and the learner, or between the learners themselves, or between the learners and the learning resources. This separation is either by the spatial dimension outside of the educational institution or by the temporal dimension of the learning time. That means it has the advantage of being available in terms of selection, time, place, selection, access proficiency and teaching supplies” (Shohel, 2014, p. 95). Operational definition of distance learning: Distance learning is a method used by the researcher in this study to investigate its effect on virtual classroom management. 7 1.8.2 Classroom management It is the capability of teachers to convey the learning material and utilize activities in order to accomplish the required purposes. Along with, being able to effectively manage students` behavior, organize, prepare, plan, monitor interaction, evaluate, and give feedback (Francis & Oluwatoyin, 2019). The operational definition of virtual classroom: The virtual classroom is the online learning environment used by the researcher to investigate the effect of distance learning on virtual classroom management. The operational definition of virtual management: Virtual management is strategies and actions taken by English language teachers to manage the virtual classroom. 1.8.3 Null hypothesis “Is a type of statistical hypothesis that proposes that no statistical significance exists in a set of given observations. Hypothesis testing is used to assess the credibility of a hypothesis by using sample data. Sometimes referred to simply as the "null," it is represented as H0. ” (Hayes,2022) 1.8.4 Virtual platforms “Refer to the technology used for the creation and development of courses or training modules on the Web used more broadly in the Web 2.0 communication improving teaching and learning.” (Wiki Didactic,2013) 8 Chapter Two Theoretical background and review of related literature In this chapter, the researcher describes the Transactional Distance Theory and presents information about distance learning, classroom management, and virtual classroom management. Then, the researcher reviews the related literature and shows the study status in the literature review. 2.1 Theoretical background 2.1.1 Transactional Distance Theory As cited by Abuhassna & Yahaya (2018), Moore believed that distance learning is based on the transactional distance theory. Transactional Distance Theory was introduced in 1973 by Michael G. Moore. This theory is one of the valuable pedagogical theories. Further, it is composed to extend realizing the psychology of Distance Education. It comprises two major components relevant to distance education, which are learner autonomy and teacher-learner distance (Kotze, 2020). Barton (2020) sets Transactional Distance Theory as a method to create interaction between the learner and instructor while they are physically and psychologically separated in space and time. In addition, transactional distance theory suggested implementing distance education as a tool to overpass the gap of comprehension between teachers and learners. It advocated using technology, forming courses, and managing dialogue between teachers and learners to make communication and interaction easier (Moore & Diehl, 2018). 2.1.2 Nature of distance learning The first definition for distance learning was made by Moore (1972, p. 76), “the family of instructional methods in which the teaching behaviors are executed apart from the learning behaviors including those that in a contiguous situation would be performed in the learner's presence so that communication between the learner and the teacher must be facilitated by print, electronic, mechanical or other devices”. It is characterized as a way of education where teacher and learner are physically separated from each other (Smaldino, Zvacek, & Simonson, 2019). 9 Mukhamadiev. & Yusupova (2020) defined distance learning as an effortless manner of learning in which students and teachers employ several useful technologies, intending to convey the knowledge and give students chances to be interactive and autonomous. Abuhassna & Yahaya (2018) considered distance learning as a manner used rather face to face learning. It aims at utilizing digital means to connect the teacher and students who are separated physically or by time. As cited by Sewart, Keegan, & Holmberg (1988); Selivanov, Lukyanova, & Savchenko(2021), Anna Eliot Ticknor was known as the leader of distance learning in the United States to promote women's education. Distance learning is not a new system; however, it had arisen in the 1970s and early 1980s. It was and still is appreciated and used in several areas at different times. In the early 1900s, developed technology became as trendy which had helped in expanding using distance learning. As time goes on, distance learning, as well as the formation of educational media, are consistently changed and developed. Delivering information to students while they are at home takes place by using different ways. The printed material was one of the first used kinds. Radio and some educational television channels were adopted in Europe (Bashitialshaaer, Alhendawi, & Lassoued, 2021). Teachers and students can use various kinds of learning materials, including electronic media, references, and books. Distance learning system concentrates on an immense variety of technological devices, including online educational platforms and delivery approaches (Eugeniu, Mariana, & Svetlana, 2021).It also integrates technological devices, such as phones, tablets, television, internet, CD-ROM, apps, handouts-worksheets, and audio devices (Zafari, 2020). Distance learning is a method to fulfill some students' and teachers` desire to break the usual learning routine and learn from a distance .It equips teachers with ways to increase interaction during the online lesson, such as printed learning materials, making different types of conferencing like video or audio ones (Mukhamadieva. & Yusupova,2020). Likewise, it promotes gaining critical thinking skills and expanding knowledge. This method is flexible in that students can learn using a convenient pace wherever whenever they are. It has high quality in helping teachers organize exams, tasks, homework, and meetings remotely (Anora, 2020). Distance learning provides opportunities for students to be independent in doing the tasks and be responsible for their learning (Sibanda, 2021). 10 Learning resources, pedagogy, learner support, and management are worthwhile components of distance learning (Zapalska, Zelmanowitz, Jackson, Lamonica, Heckman, & Mrakovcich, 2020). To ensure purposeful distance learning, Bashitialshaaer et al. (2021) pointed the most fundamental element is teachers who are skillful, confident, compassionate, gifted, and genius in using media as well as being able to engage students in an interactive atmosphere. While Bao (2020) presented some valuable considerations to achieve successful distance learning experiences. It is important to construct an efficient instructional design. The instructional delivery must be accomplished at an appropriate pace. In addition to well-timed feedback, teachers` leadership skills are needed. Planning and organizing effective learning activities leads to active participation. Above that, teachers` readiness is necessary to deal with the previous points. Aslan, Silvia, Nugroho, Ramli, & Rusiadi (2020) suggested some valuable strategies for distance learning in the time of COVID-19. Including visual-spatial intelligence exercises, retrospective approaches, powerful elaborative activities, collaborative learning, interleaving tasks, critical thinking, and digital competence tasks. The previous ones can help in improving the teaching-learning process and students will be lifelong learners. Distances learning hand in hand with utilizing technology have proven their worth in effectively improving students' English language skills considering their different learning styles. The cooperation between distance learning systems and technology provides flexible and interactive learning by giving teachers the opportunities to use various applications and platforms. Teachers can use multimedia lessons, online tasks, quizzes, online worksheets, flipped lessons, etc. That cooperation improves students` digital communication and creative thinking skills. Along with this, it helps them to develop reading and speaking skills by discussing realistic cases. Furthermore, it improves listening and speaking skills by showing them purposeful videos and giving comments (Hazaymeh, 2021). In addition, it`s a manner to enrich students with a wide and new set of English vocabulary and strengthen their understanding of their lessons (Cakrawati, 2017). The common feature of distance learning is the separation between the teacher and learner regardless of space or time. To bridge the gap of separation and allow communication, integrating media and technology is necessary. For instance, using 11 print-based learning materials, or broadcasting ways including TV and radio programs. Using social media channels or learning platforms. In addition, distance learning demands recent and various strategies and methods to improve students` skills and achieve self-directed learning (Unesco, 2020). Forms of Distance Learning Both teachers and students are responsible for the distance learning process. The teacher's role is to transfer the required material to students in different ways and students are the receivers. Therefore, getting the knowledge and communicating from a distance can be accomplished in two major ways which are synchronous and asynchronous (Mukhamadieva. & Yusupova, 2020). Synchronous E-learning gives the chance for the teacher and students to interact and communicate with each other at the same time using an electronic device. The online system corresponds to the usual learning, but it occurs remotely from a distance. It allows students to ask and answer questions, get immediate feedback, and take part in and discuss topics like face-to-face learning. On the other hand, its flexibility and easy accessibility characterized the offline asynchronous one. The teachers can insert the learning material, such as presentations, handouts, videos, audio, etc. And students can learn at any time they want. That means students feel free not restricted because there is no specific time to be online with the teacher. In addition, some institutions use both synchronous and asynchronous systems. There are not only these systems but also there is the Natural Learning Manner (Selivanov, Lukyanova, & Savchenko, 2021;Perveen, 2016;Mukhamadieva. & Yusupova, 2020). Examples of synchronous communication tools: Whiteboarding, application sharing, using chat school rooms, organized distance activities, web-based classes, web\audio conferences, games, and workshops. Examples of asynchronous communication tools: Discussion forums, e-mail messaging, weblogs, and social media messaging (Lim, 2017). Distance learning obstacles The world's post-pandemic (COVID-19 disease) has suddenly forced the educational system to be from a distance. Every person who belonged to any educational institution 12 felt worried and stressed because they were not ready for the fast change (Kiseleva & Pogosian, 2021). COVID-19 has affected the educational process regardless of students` age, gender, location, and the susceptible status of a school (Shah, Zhao, & Choo, 2021). Therefore, there were several difficulties, including accessibility to technological devices and technical problems. Many teachers face digital literacy and they have low technological skills (Marinoni, Land, & Jensen, 2020;Shahini, 2021). Sari & Nayır (2020) found that the most prominent obstacle is classroom management, students’ behaviors, and human resources. Over the world, using technology is not allowed everywhere for each person. For instance, people in poor and developing countries cannot use it. Thus, this problem leads to inequalities in access to technology. Approximately, lower than 10% of the population can access the online platforms, owing to not having electricity and permanent internet connection. In addition, some parents cannot afford enough technological devices for their children (Lainchaur, 2020). The poor quality of internet access at teachers` and students` homes is a noticeable problem. Above that, teachers were confused in choosing the suitable methods and evaluation ways to assess students in the online environments (Affouneh, Khlaif, Burgos, & Salha, 2021). Bozkurt & Sharma (2020) found out that many students cannot proceed with distance learning because of their limited financial resources. Some of them preferred face-to- face learning because they can effectively interact and communicate with teachers and other students. The students also shared concerns over a lack of face-to-face interaction with their teachers and peers. Besides, teachers complain due to the heavy workload (Watermeyer, Crick, Knight, & Goodall, 2021). Even though the distance learning system has positive effects, it also has negative ones. It causes inequalities in access to technology; poor students can`t afford money for accessing (Lainchaur, 2020). Implementing distance learning system decreases students` motivation because of a lack of personal communication among students. It also reduces students` interaction during the online lesson. Distance learning has adverse effects on students` social relationships; they feel isolated from their friends. As a result, their academic performance will be negatively affected (Bazarova, Kibalnik, Nikitina, Solovyeva, & Fomitskaya, 2021) (Lowman, Erenoglu, Rudolph, & Smith, 2020). Along 13 with this, distance learning decreases students` attitudes toward learning because not all students prefer learning from a distance (Gaebel, 2020). On the other hand, some studies such as Ahmadi(2018) strongly affirmed the importance of utilizing distance learning in English language learning. Some participants of the Rahmawati (2016) study showed positive attitudes toward learning English from a distance, while the others did not agree. However, some students did not find that online learning is efficient in acquiring English language skills (Erarslan & Topkaya, 2017). The major obstacles to distance learning in Palestine are the electricity, bad infrastructure, and internet networks with poor quality. Palestinian families have many members, so the availability of computers or smartphones is a barrier. And, some parents and students do not have an adequate awareness of the necessity of online learning. Or, they do not support learning. Accessibility is sometimes a problem; they cannot access the online material (Unesco, 2020). 2.1.3 Nature of classroom management As stated by Ghateolbahr & Samimi (2021); Stamatis(2021) classroom management includes teachers ' actions, efforts, and strategies to build a productive and suitable learning environment. A favorable environment can positively influence students` involvement, self-assurance, classroom discipline, and, above all, their achievement. Francis & Oluwatoyin (2019) defined classroom management as the capability of teachers to convey the learning material and use activities to accomplish the required purposes. Along with, being able to effectively manage students` behavior, organize, prepare, plan, monitor interaction, evaluate, and give feedback. The goals of classroom management are as multi-folded. Classroom management helps teachers to create positive conditions in the classroom. It also enables them to be ready for overcoming any barrier during the teaching-learning process. The well-managed classroom allows communication and interaction between teacher and students, by implementing various learning activities to provide a comfortable social, emotional, and intellectual environment. It will guarantee to achieve the required tasks, which means the learning process will take place (Rosani, 2019). 14 The major component of classroom management is creating an effective classroom environment. Classroom management includes exercises that help teachers to take control, organize, and manage the classroom (Slater & Main, 2020). Setting class rules is significant and leads to well-managed classroom (Huong & Tung, 2019). While Kurti(2016) clarified the key aspects of classroom management, including planning exciting and well-organized material. Not only building meaningful relationships with students but also providing communication skills for teachers and students. In addition, creating a positive, disciplined environment and driving students to sustain learning is important. Sulaiman (2017) emphasized vital standards for monitoring classrooms. Implementing a wide range of strategies, ways, enthusiastic activities, approaches, and teaching aids can stimulate students to learn. Teachers also need to be enthusiastic, flexible, familiar, and emotional with students during their work. Working on boosting students` positive perspectives toward learning is an important standard. Taking into consideration the previous standards can sustain students to be in order. Francis & Oluwatoyin (2019) affirmed that teaching and classroom management are connected. That means when teachers are skilled full in controlling students` behavior, using suitable ways of teaching, applying productive activities, prompting interaction and communication, maintaining discipline, and choosing efficient materials and evaluation tools. Teachers will manage the classrooms, which positively affects the teaching and learning process. On the other side, not managing the class well has drawbacks and negative effects. The lack of various and efficient methods encourages students to misbehave. Not having the ability to control students` behavior will lead to chaos. As a sequence, learning will not occur and students will gain no knowledge or skills (Praveen & Alex, 2017). The researcher thinks schools are the basic foundation for building the community. There is a need to provide successful and positive classroom environments that are characterized by flexibility and allow creativity. The positive classroom environments encourage communication and interaction among students themselves and with teachers. Above that, teachers have a hand in building students` future with positive classroom environments. They do their best in preparing for lessons, organizing, and mentoring. They try to think out of the box and use several effective strategies, 15 approaches, games, and methods to achieve the required goals and drive students` motivation. Teachers should support collaboration, communication, cooperation, and friendly relations among students. Making good relationships between teachers and students can lead to effective classroom management. These relationships will encourage students to talk about things that can enhance their understanding of online lessons and give suggestions. So, the students will be engaged and the teacher can administer (Martin, 2017). Teachers can build rapport with students by benefiting from the use of technology to succeed in their management plans, such as using instructor-created video content and assignment tutorial. Teachers can create a discussion forum post to elicit their interests (Martin, Budhrani, Kumar, & Ritzhaupt, 2019). 2.1.4 Virtual classroom management The key to success for face-to-face and virtual classes is well-managed environments. Therefore, teachers should know the components of managing a virtual classroom: Teach expectations, observe and monitor, interact positively, and correct fluently. First, teachers have to determine and adjust variables that have a positive impact on students’ behavior. These variables are the procedures, schedules, and routines. Second, students need to be taught the particular skills and required behavioral expectations, which lead to success in managing the classroom. Third, noticing and scanning the area is helpful to decide by using efficient methods. Fourth, teachers should be models of behaving positively with all students with respect. They also have to pay attention to corrective interactions and give clear feedback on students` behaviors. Fifth, dealing with students` misbehavior in a calm, continuous, and immediate way is necessary (Institue, 2020). Managing virtual environments requires planning and monitoring skills by teachers. Bigne, Badenes , Ruiz, & Andreu(2018) suggested some necessary skills for teachers to effectively manage the virtual classes. Teachers should have technical skills intending to abolish technology literacy. Having the competence to recognize the student’s psychology, considering their various learning styles, is essential. Communicative skills are necessary, including verbal and non-verbal communication with students. Above that, the researchers recommended the skills of effectively managing class time for achieving the required purposes. Besides, teachers should set clear rules to encourage 16 students to be involved, disciplined, and interested in distance learning (Setyani, 2021). Genius selection and implementation of learning pedagogical methods promote students` development and virtual class management (Rufai, Alebiosu & Adeakin, 2015). To engage students and manage them in virtual classes, teachers should think of functional lesson plans, including conveying the suitable content through implementing attractive exercises, games, or videos. Encouraging students to discuss, conduct an experiment, give opinions, and brainstorm is effective. Some teachers prefer to use other communication devices such as e-mail and social media. By using YouTube, teachers can show students videos related to the required material (Sari & Nayır, 2020). Teachers must integrate learning activities into the online lessons (lesson plan). The activities should be enthusiastic and support learner-centered approaches. Students should take part during the virtual classes. For instance, they can share their screens to show their work, do projects and demonstrate .Therefore; students will be involved, which facilitates virtual classroom management (Sibanda, 2021). Implementing various ways and strategies can support teachers` role in managing the online classrooms and convey the content well (Martin, Budhrani, Kumar, & Ritzhaupt, 2019). The researcher sees it is vital to use several effective strategies, techniques, tools, and approaches. For instance, teachers can do their best in using media devices to motivate students to be engaged with exciting participation conditions. According to (Hazaymeh, 2021), using various ways cultivates making positive interactions between students and teachers. It speeds up learning with positive output and accomplished goals. At present, the electronic approaches are modern and creative, which enhance teachers` virtual management. Teachers can use electronic ways to motivate students by providing realistic learning experiences. They also can present interactive lessons rich with enthusiastic online exercises and discussions. Besides, Lepp, Aaviku, Leijen, Pedaste, & Saks (2021) implied that group or pair work is an excellent strategy to encourage students` cooperation, facilitate distance learning, and promote virtual management. In addition, it motivates students to interact, sustain learning, and be involved with the teacher (Meador, 2019). Group or pair work strategy can be employed by benefiting from the opportunity of the online platforms, which are setting up separate rooms for small groups. Thus, teachers can manage the students by 17 giving rules for participating, either using a wave or raising a hand icon, or writing in the chat (Kiseleva & Pogosian, 2021). Besides, the use of collaborative learning is powerful and helpful in having well-managed virtual classes (Sibanda, 2021). Considering the personal aspect during the lesson supports creating positive relations with students (Martin,2017). That means teachers have to grant permission for students to express themselves and their ideas. Allowing students to talk may minimizes the communication gap and students will feel satisfied and connected despite the physical separation. Mardiani & Azhar(2021) suggested friendliness as a solution for controlling students. Plus, providing personal attention and positive interactions with\among students during the virtual lessons may support managing students (Mrachko, Kostewicz, & Martin, 2017). Creating relations enhances students` responses to the given rules and instructions. Correspondingly, the learning process will take place with effective control (Lathifah, Helmanto, & Maryani, 2020). Praising students and reinforcing their responses and tasks enhances managing students` behavior. When students behave positively, the teacher should praise them. When the bad behavior appears, the teacher should behave immediately by explaining it, for example. Providing a review of the week’s activities can facilitate virtual instructional management (Taghizadeh & Amirkhani, 2021). Teachers can give extra marks for disciplined students (Linh & Ngo, 2021). 2.2 Review of related literature 2.2.1 Related studies of distance learning Kamal, Zubanova, Isaeva, & Movchun(2021) aimed at measuring the changes in the training process, cognitive abilities, and academic performance of distance learning during the coronavirus pandemic. The participants were 103 students and chosen purposively. The researchers used a survey that included respondents’ self-assessment of academic performance and cognitive abilities (namely concentration and memory).Besides, the researchers used the interview as a second tool to examine the effect of distance learning. The interviewee students expressed their positive feelings towards distance learning. The results showed that distance learning positively affects English learning and teaching. It is also efficient and suitable for students.To sum up, 18 the researchers commented that such events may have a hand in developing students’ self-esteem, which can reduce the possibility of poor educational achievement. Sari & Nayır(2020) intended to declare the perceptions of the teachers, administrators, and academics that had to continue distance education during the COVID-19 epidemic disease period. The researchers used a case study as a qualitative pattern. For collecting the data, the open-ended written interview was used and content analysis was applied. Sixty-five teachers discussed the problems they experienced and the strategies to cope with the challenges. The results determined the most important challenges teachers faced were classroom management and students’ behaviors. The researchers recommended improving teacher competencies in the 21st century with a focus on the ability to manage the education process appropriately in emergencies. The purpose of Beltekin & Kuyulu (2020) research was to evaluate the effect of the distance learning system in terms of its positive and negative aspects according to students` opinions. To achieve the research purpose, the researchers used a survey program known as the “Web-Based Instructional Attitude Scale” to collect the data. The Independent Sample T-test was performed in binary comparisons, One-Way Variance Analysis in multiple comparisons, and a correlation test was used to determine the relationship between variables. The findings revealed that technical problems in distance learning negatively influenced students’ motivation to learn. The researchers recommended making more technical improvements to the distance learning system. 2.2.2 Related studies of virtual classroom management With a focus on explaining the EFL online classroom management during the COVID- 19 pandemic, Amalia (2022) intended to review the virtual classroom management problems that faced English language teachers. The researcher also explained the teachers` role and strategies for managing virtual classrooms. To answer the study questions, the researcher used a qualitative descriptive approach. The participants were English language teachers of SMA Islam Dian Didaktika`s staff. The researcher collected information from classroom activities, teacher interviews, and interviews with the vice-principal of the curriculum. Besides, the researcher presented important roles for teachers to manage virtual classes, such as controller, prompter, organizer, assessor, etc. The results exposed EFL teachers were competent in managing virtual classrooms 19 although they faced difficulties in implementing virtual classroom activities, including internet misconnection, technical problems, Students' multitasking, and misbehavior. To deal with these difficulties, EFL teachers implemented interactive activities. They also supervised the classroom from pre-teaching while teaching and post-teaching based on the lesson plan. In order to improve students` positive behavior during the online class, EFL teachers used powerful management strategies, for instance, establishing rules and routines, building relationships whether with the students, parents, or among students, and motivating students. The EFL teachers supported implementing online English lessons by employing some applications like quizziz, word wall, and padlet. Besides, school administration and parents played an important role in the supporting system for reducing the technical problem. To conclude, the researcher affirmed the importance of creating well-managed English online classrooms to accomplish the aim of English learning and teaching. Mardiani & Azhar (2021) think that effective classroom management promotes the continuity of the teaching and learning process. To carry on the education during the period of COVID-19, implementing virtual classes was necessary. But, teachers had problems managing the virtual classrooms. As a result, the researchers intended to investigate the challenges of teachers in classroom management in the virtual classroom and the ways used to deal with them. The researcher applied a qualitative case study was suitable for this research. The researchers gathered the required information with help from an English teacher and 27 students at a vocational school in the West Bandung region. The instruments were classroom observation and interview transcript. The results revealed English teachers encountered a lot of challenges in managing the virtual classroom. For instance, the student's readiness to join the virtual class, internet connection issues, restricted time, turning off\on the camera and sound, and less interaction caused problems in controlling the online classes. Therefore, the researchers recommended teachers implementing a new style of virtual classroom management called Maye’s Conceptualization Model. They suggested using management styles, such as traditional management, autocratic management, democratic management, and Leisurely management style. 20 The goal of the Sibanda (2021) study was to review the experiences and challenges of private high school teachers in managing learners’ behavior in virtual classrooms. As to reach the study goal and answer its questions, the researcher employed a case qualitative study. The researcher intentionally chose ten teachers from two private high schools in Bulawayo Metropolitan Province. The required information was collected by implementing an emailed open-ended questionnaire. The study results displayed some problems in the virtual classroom, such as a lack of parents` collaboration and students` low interaction. In fact, students may behave positively or negatively either in virtual or physical classrooms. To deal with students` bad behavior, teachers used various strategies, namely the use of collaborative learning, ensuring that learners’ videos are on throughout the lesson, constantly referring to learners by their names to remain alert, punctuality in starting online lessons and marking attendance register. The school heads played important roles to support virtual classroom management. For instance, they offered a timetable to ensure that learners do not miss the lessons. In addition, they regularly conducted online moral and values sessions for students. Setyani (2021) considered that teachers must be flexible in facing any circumstance, such as the COVID-19 pandemic. The researcher indented to provide English teachers with strategies to solve the problem. The researcher used a descriptive qualitative with a descriptive inquiry design. To explore the teachers' online classroom management strategies of English teachers during the Covid-19, Stewart (2008) frames were used. To collect the data, the researcher made interviews, recorded videos, and used classroom observation in an English class at a Public Vocational High School in Yogyakarta. After analyzing the data, the researcher found teachers must be trained to be active and excellent at using different tools which enhance online learning management. The researcher suggested doing more studies on the same subject with more numbers of participants from different schools. The cause of the COVID-19 outbreak, teaching, and learning became in an online environment. That shifting caused many challenges, specifically for teachers. Therefore, Kiseleva & Pogosian(2021) applied empirical research to explore the virtual classroom management challenges and find solutions. The researchers objected to the review of the methods of synchronous online class management used by the teachers during 21 distance learning. To answer these questions, the researchers made interviews with teachers who experienced distance learning during the pandemic. The results showed teachers faced challenges in managing the virtual classroom. Including, choosing a suitable online platform, students` misbehavior, unfamiliarity with online tools, and insufficient teachers’ virtual class management skills. According to the results, the researchers recommended improving teachers` virtual management skills and conducting further large-scale research on this topic. While the researchers Lathifah et al.(2020) conducted a study to explore what extent of the practice of virtual classroom management during the pandemic coronavirus time. They used the analytical method to analyze the available data. The participants were 32 teachers from the Mutiara Harapan Islamic School. The results showed teachers could manage the online classroom. They experienced four major aspects of virtual classroom management, including following effective rules and routines and building meaningful relationships among students, teachers, and parents. In addition, using ways to motivate students and prevent any unacceptable behavior. The findings also showed that the learning process got additional help from the parents. The researchers recommended researching the practice of virtual classroom management in Indonesian schools. Milliken (2019) aimed at informing beginning teachers of the most effective practices to manage the virtual classrooms. This study also aimed at assessing the experiences and implementation practices of beginning teachers who trained in online classroom management programs. This study applied a qualitative approach. The tools were observation and interviews with beginning teachers. The interviewee beginning teachers expressed their increased knowledge of best practices. They showed their capacity to effectively manage the virtual classroom. The researcher recommended increasing the length of participant observation in making further research on online professional development. 2.3 The study status in the literature review By reviewing the relevant studies, the researcher found Arab and foreign studies that talk about the distance learning system or classroom management. They differed in the objectives, variables, curricula, and statistical processes. So, the educational literature included in the relevant studies was made use of understanding the distance learning 22 system and classroom management. The researcher also benefited from the relevant studies in defining the research sample and the statistical processes used and choosing the curriculum to achieve the objectives of the current study. Through the careful reading of the relevant studies, the researcher noted that some of distance learning studies aimed at measuring the changes in the training process , cognitive abilities and academic performance of distance learning during the coronavirus pandemic like Kamal et al. (2021) study. While the goal of Beltekin & Kuyulu (2020) was to evaluate the effect of the distance learning system in terms of its positive and negative aspects according to students` opinions. Sari & Nayır (2020) intended to declare the perceptions of the teachers, administrators, and academics that had to continue distance education during the COVID-19 epidemic disease period. There are valuable studies about virtual classroom management, such as Amalia, (2022) which intended to review the virtual classroom management problems faced by English teachers and explain the teachers` role and strategies for managing virtual classrooms. Whilst the researchers Mardiani & Azhar (2021) intended to investigate the challenges of teachers in classroom management in the virtual classroom and the ways used to deal with them. The goal of the (Sibanda, 2021) study was to review the experiences and challenges of private high school teachers in managing learners’ behavior in virtual classrooms. Setyani (2021) indented to provide English teachers with strategies to solve the problem of managing virtual classrooms. Whereas, Kiseleva & Pogosian (2021) reviewed the methods of synchronous online class management used by the teachers during distance learning. In addition, Lathifah et al. (2020) conducted a study to explore what extent of the practice of virtual classroom management during the pandemic coronavirus time. Milliken (2019) aimed at informing beginning teachers of the most effective practices to manage the online classrooms. Regarding the method of the previous related studies, most of them employed the qualitative method. For instance,Kamal et al. (2021); Sari & Nayır (2020); Amalia, (2022);Mardiani & Azhar(2021); Sibanda(2021) ; Setyani (2021) ;Milliken(2019). 23 To employ the method of the studies, some researchers made interviews with the participants such as, Kamal et al. (2021); Sari & Nayır(2020);Amalia, (2022); Kiseleva & Pogosian(2021); Setyani(2021) ;Lathifah et al. (2020). Besides the interview tool, some researchers used classroom observation such as, Mardiani & Azhar(2021); Setyani(2021); Milliken(2019). While Beltekin & Kuyulu(2020) used a survey. Concerning the results of the studies, the case study results of Kamal et al.(2021) showed that distance learning positively affects English learning and teaching. On the other hand, the results of Beltekin & Kuyulu(2020) research revealed that problems of distance learning negatively influenced students’ motivation to learn. Indeed, studies like Sibanda(2021);Sari & Nayır(2020) displayed the most prominent challenges of the virtual classroom, including classroom management, students’ bad behaviors, internet misconnection, technical problems, students' multitasking, students readiness, less interaction, and lack of parents` collaboration and digital competence. The results of Mardiani & Azhar(2021) revealed English teachers encountered a lot of challenges in managing the virtual classroom. For instance, the student's readiness to join the virtual class, internet connection issues, restricted time, turning off\on the camera and sound, and less interaction caused problems in controlling the virtual classes. Besides, Setyani(2021) suggested that English teachers must be trained to be active and excellent at using different tools which enhance virtual class management. The researcher did not find many studies related to the current topic. The researcher benefited from the relevant studies in determining the steps to be taken to manage English classrooms virtually. The relevant studies are useful in determining the challenges facing learning English during distance learning. The researcher benefited from them in choosing the descriptive approach and identifying its tools. According to the researcher’s knowledge, this study is distinct because it is one of the first studies in Palestine discussing the effect of distance learning on virtual classroom management. This study may contribute to enhancing teachers` ability to effectively manage virtual classrooms. 24 Chapter Three The Method In this chapter, the researcher uses the descriptive-analytical methodology. Then, the researcher describes the population and sample of the study. Next, the researcher mentions the tools of the study and their description. After that, the researcher explains the procedures of the study. Finally, the researcher points to the validity and reliability of the questionnaire and the study variables. 3.1 Methodology The researcher uses the descriptive-analytical methodology to examine the effect of distance learning on virtual classroom management by English language teachers at Nablus primary governmental schools. This methodology determines the differences in terms of several statistical variables. It identifies the virtual classroom management skills and their obstacles. The tools of the study are the online questionnaire and the interview. This methodology was the most suitable for the type of this study which relies on studying the topic as it is in reality by describing and analyzing it accurately. 3.2 Population of the study The population of the study comprises male and female English language teachers for the upper primary level at Nablus governmental schools. The population consists of (363) male and female English language teachers. (243) English language teachers work in Nablus District, and (120) of them work in the south Nablus District for the academic year 2021\2022. 3.3 Sample of the study The sample is selected randomly. The number of the sample members is (231) male and female English language teachers. Table (1) shows the distribution of the study sample according to the study variables. 25 Table (1) The distribution of the study sample according to the study variables Variable Category Repetition Percentage Gender Male 84 36% Female 147 64% Academic Qualification B.A. \B.S.C. 183 79% M.A. \M.S.C 45 20% Ph.D. and above 3 1% Total 231 Table (1) shows the distribution of the study sample members according to personal factors. The percentage of males is (36%), while the percentage of females was (64%). Meanwhile, the percentage of the study sample members who have bachelor degree was (79%). The percentage of the study sample members who have Master degree was (20%). The percentage of the study sample members who have Doctor of Philosophy degree and above was (1%). 3.4 Tools of the study In order to be in line with the chosen study methodology. The researcher chooses the questionnaire and interview as study tools. These tools help the researcher determine the effect of distance learning on virtual classroom management by English language teachers at Nablus primary governmental schools. As well as, the study tools determine the obstacles that teachers face in virtual classroom management. 3.4.1 The Questionnaire To determine virtual classroom management skills, the degree to which English language teachers practise them, and the obstacles they face, an online questionnaire is prepared for English language teachers. The questionnaire comprises of (32) items, distributed into (4) sections. Table (2) shows the distribution of the questionnaire items on its four sections. 26 Table (2) The distribution of the questionnaire items on its four sections Section The number of items Class management skills 6 items Executive skills 7 items Technological skills 12 items Evaluation skills 7 items The response scale is divided into the questionnaire items according to the five-point Likert scale. Table (3) The distribution of the response and the numerical value corresponding to each response. Response Numerical value corresponding to each response Strongly agree 5 Agree 4 Neutral 3 Disagree 2 Strongly disagree 1 Table (3) shows the distribution of the response and the numerical value corresponding to each response 3.5 Validity of the questionnaire Considering the study objectives and to verify the items, the researcher presented the questionnaire to 5 specialists; who specialize in teaching the English language and Educational Sciences and Teachers train faculty. The researcher added a table for the names of the specialists in Appendix (B). Based on the opinion of the specialists, some items were reformulated, for example, the item "All students appear with their real name and picture" was replaced with "Students are told to use their real names with an actual photo". Also, some of them were deleted, such as the item "All students put the same background photo". The researcher made the suggested editions to verify the validity of the questionnaire and the accuracy of the measurement. With adding other adjustments, the last form of the questionnaire comprised 32 items with 4 sections according to Appendix (D). 27 3.6 Reliability of the questionnaire The reliability of the questionnaire was found by calculating the Cronbach's Alpha stability coefficient, to ensure that the values of the Cronbach's Alpha stability coefficient were high. So, the researcher inferred the questionnaire has high internal consistency between its statements. As a result; it was valid for application and functioned in collecting and analyzing the data, answering the study questions, and accomplishing its objectives. Table (4) Cronbach's alpha coefficients for testing the stability of the study tool Section Cronbach's alpha coefficients Class management skills 0.78 Executive skills 0.65 Technological skills 0.70 Evaluation skills 0.61 Total stability 0.78 Through the previous table, the researcher noted that all Cronbach's alpha coefficients are valid for the purposes of the study. The four sections are (0.78), (0.65), (0.70), and (0.61) and total (0.78), which are educationally acceptable values for the purposes of the study. 3.4.2 The interview Besides the questionnaire, the researcher chose the online interview as a second tool for the study; in order to support the results that appeared through the questionnaire and to answer the third question of the study. The interview results enhance expanding more on some topics and extract new skills for virtual classroom management. The results help the researcher think deeply about solutions for the obstacles facing English language teachers in their management of the virtual classroom. So, the researcher asked the interviewee teachers four questions Appendix (E). The researcher made the interview by using social media sites, including WhatsApp and Facebook applications. The number of interview questions is (4) (Appendix D). The number of interviewee teachers is (12); (4) male and (8) female. These teachers are excellent at teaching English and effectively practice distance learning. The researcher chose the questions of the interview through the results of the questionnaire, specifically from the items which 28 have low arithmetic mean, and according to the need of answering the study questions. After making the interviews, the researcher wrote the responses of teachers, results, and a summary. In addition, the researcher cared about the sincerity of the interview questions. The researcher presented them to 3 specialists in order to check their appropriateness and suitability. Two questions were rewritten, and two questions were deleted. Besides, changing the questions was done according to the interviewee teachers' suggestions. 3.7 Procedures of the study 1. The study population and sample were determined. 2. The researcher developed the study questionnaire by reviewing and modifying the theoretical literature according to the suggestions of the specialists, according to Appendix (D). 3. A consent was obtained from An-Najah National University to the Ministry of Education to ease the mission, according to Appendix (C). 4. The questionnaire was applied electronically to a sample of English language teachers for the upper primary level. This was during the first semester of the year 2021/2022. 5. The researcher collected the data for the questionnaire, and then processed them statistically using a program Statistical Package for Social Sciences (SPSS). 6. The researcher determined the desired goal of the interview, and then formulated her questions based on the results of the questionnaire. Then, its final form presented after some modifications based on the opinions of the specialists. 7. The interview was applied electronically on a sample of English language teachers for the upper primary level .It differed from the questionnaire sample during the second semester of the year 2021/2022. 8. The researcher collected the interview data, and then summarized them in sections. 9. The researcher extracted the results, discussed them, and compared them with previous studies. 10. The researcher presented recommendations and suggestions in light of the final results. 29 3.8 Variables of the study 1. Independent variables: Gender: It has two sections (male and female). Academic Qualification: It has three sections (Bachelor, Master`s and Doctor of Philosophy). 2. Dependent variables: Online classroom management skills. It has four sections (Class management skills, executive skills, technological skills and evaluation skills) 3.9 Statistical design The following statistical treatments were used: Through applying Statistical Package for Social Sciences (SPSS): 1. Descriptive statistics ( arithmetic mean, standard deviation, percentages, frequency, relative importance) in order to find out the means of the items of the questionnaire, and to determine the degree of each of them. 2. An independent sample T-test was used to test the first study hypothesis. 3. One Way Anova was used to test the second study hypothesis. 4. After writing the responses of the interviewees, and arranging them in the form of specific data, the researcher reviewed and integrated the responses of the sample members and determined the differences and similarities. Qualitative analysis of the content was applied. 30 Chapter Four Results of the study To accomplish the objectives, the two study tools (online questionnaire and interview) were designed and applied. In this chapter, the researcher presents and discusses the results of the study. 4.1. Results related to the study questions: Results related to the first study question: What is the effect of distance learning on virtual classroom management by English language teachers at Nablus primary governmental schools? The researcher extracted the arithmetic mean, standard deviation and ranks for each section in order to answer the first question. Also, the researcher relied on the following scale to estimate the level of English language teacher skills during distance learning. Estimation range= (high degree – low degree) \ 5= 5-1\5= 0.8 • (4.21 and more = 82.2%) = Very high • (4.20 - 3.41 = 68.2% - 84%) = High • (3.40 – 2.61 = 52.2% - 68%) = Medium • (2.60 – 1.81 = 36.2% - 52%) = Low • (Less than 1.81 = 63.2%) = Very low Table (5) shows the results of the study sections. Table (5) The means and standard deviation of virtual classroom management skills by English language teachers during distance learning at Nablus primary governmental schools: No. Rank Section Mean Std. Degree 1 2 Class management skills 4.05 0.41 High 2 1 Executive skills 4.33 0.41 Very high 3 4 Technological skills 3.910 0.34 High 4 3 Evaluation skills 3.914 0.42 High Total degree 4.03 0.29 High Table (5) shows the high degree of possessing virtual classroom management skills by English language teachers during distance learning at the upper basic level at Nablus 31 primary governmental schools. It had the arithmetic mean (4.03) and the standard deviation (0.29) totally. The averages of the sample members ranged between (4.48 – 2.47). The arithmetic average of the study sample participants in the class management skills section was (4.05) and the standard deviation was (0.41), while the executive skills section got an arithmetic mean of (4.33) and the standard deviation of (0.41). While, the arithmetic means of technological skills section was (3.910) and the standard deviation was (0.34). The section on evaluation skills also got an arithmetic mean of (3.914) and a standard deviation of (0.42). The items for each section are as follows First section: Class management skills The researcher extracted the arithmetic mean and standard deviation for the items. Also, the degree and rank were determined for each item of this section: Table (6) shows the means and standard deviation of class management skills for English language teachers during distance learning at Nablus primary governmental schools. Table (6) The means and standard deviation of virtual class management skills for English teachers during distance learning at Nablus primary governmental schools: No. Rank Item Mean Std Degree 1 1 I ask students to attend the online class on time. 4.47 0.66 Very high 2 2 I ask students to sit in a quiet place. 4.43 0.72 Very high 3 5 I support the role of students` parents especially for elementary level. 4.23 0.79 Very high 4 6 I allow the parents of my students to interfere during the class. 2.47 1.1 Medium 5 3 I efficiently make use of the class time. 4.38 0.59 Very high 6 4 I check the attendance and absence each class. 4.35 0.82 Very high Total 4.05 0.41 High 32 Table (6) shows that English language teachers possess sufficient knowledge of class management skills during distance learning to a high degree. The arithmetic mean was (4.05) and the standard deviation was (0.41). It is noted from the above table that the first rank was for the item (1), which states that "I ask students to attend the online class on time." This item had an arithmetic mean (4.47), which was also the highest among all the questionnaire items, with a standard deviation (0.66) and a very high degree. The second rank with a very high degree was for item (2) which states, "I ask students to sit in a quiet place." The arithmetic mean was (4.43) and standard deviation was (0.72). Item (5) got the third rank with an arithmetic mean (4.38), a standard deviation (0.59), and a very high degree. It states "I efficiently make use of the class time." Item (6) comes as the fourth rank with a very high degree, "I check the attendance and absence of each class". Its arithmetic mean was (4.35) and its standard deviation was (0.82). Item (3) got a very high degree as the fifth rank, which states, "I support the role of students` parents, especially for elementary level." Its arithmetic mean was (4.23), with a standard deviation (0.79). As stated in the sixth rank with a medium degree, item (4) states, "I allow the parents of my students to interfere during the class." Its arithmetic mean was (2.47), a standard deviation (1. 1). Second section: Executive skills The researcher extracted the arithmetic mean and standard deviation of the items. Also, the degree and rank were determined for each item of this section: Table (7) shows the means and standard deviation of executive skills for English language teachers during distance learning at Nablus primary governmental schools. 33 Table (7) The means and standard deviation of executive skills for English language teachers during distance learning at Nablus primary governmental schools: No. Rank Item Mean Std. Degree 1 1 I greet students at the beginning of the lesson and listen to their notes. 4.64 0.51 Very high 2 4 I allow students to introduce themselves and express their ideas. 4.35 0.60 Very high 3 2 I encourage students to pay attention to my directions and follow them. 4.48 0.62 Very high 4 5 I direct my questions and discussions to all students and ask randomly. 4.34 0.75 Very high 5 3 I care about reinforcing students even if they make mistakes. 4.38 0.61 Very high 6 7 I can control any unorganized group participations happening during the lesson. 3.96 0.87 High 7 6 Students are informed to leave the class only if they have an excuse or with permission. 4.19 0.71 High Total 4.33 0.41 Very high The researcher recognized from table (7) that English language teachers have adequate understanding of executive skills of English distance learning with a very high degree. The arithmetic mean was (4.33) and the standard deviation was (0.41). It is clear from the previous table that the first rank was for the first item, which states that "I greet students at the beginning of the lesson and listen to their notes." That item was the highest among all the questionnaire items, with a standard deviation (0.51), an arithmetic mean (4.64), and a very high degree. The second rank with a very high degree was for item (3) which states, "I encourage students to pay attention to my directions and follow them." Its arithmetic mean was (4.48) with a standard deviation of (0.62). Besides, item (5) got the third rank with an arithmetic mean (4.38), a standard deviation (0.61), and a very high degree. It states, "I care about reinforcing students even if they make mistakes." Item (2) came in the fourth rank with a very high degree. It states, "I allow students to introduce themselves and express their ideas." Its arithmetic mean was (4.35) and its standard deviation was (0.60). Item (4) got a very high degree as the fifth rank, which states, "I direct my questions and discussions to all students and ask randomly." Its arithmetic mean was (4.34) with a standard deviation (0.75) 34 As stated in the sixth rank with high degree, item (7), which states " Students are informed to leave the class only if they have an excuse or with permission." Its arithmetic mean was (4.19), a standard deviation (0. 71). Item (6) got the seventh rank with a high degree. That item states, "I can control any unorganized group participation happening during the lesson." Its arithmetic mean was (3.96) with a standard deviation of (0. 87). Third section: Technological skills The researcher extracted the arithmetic mean and standard deviation. Also, the degree and rank were determined for each items of this section: Table (8) shows the means and standard deviation of technological skills for English language teachers during distance learning at Nablus governmental schools. Table (8) The means and standard deviation of technological skills for English teachers during distance learning at Nablus primary governmental schools: No. Rank Item Mean Std. Degree 1 11 I divide students into groups to perform tasks in Microsoft teams. 3.37 0.95 Medium 2 9 I use other applications and programs in addition to Microsoft teams program. 3.78 0.79 High 3 5 I follow any new updated information about distance learning. 4.13 0.71 High 4 6 I am good at using Microsoft teams. 4.05 0.84 High 5 2 Students are told to use their real names with a real photo. 4.22 0.84 Very high 6 7 I can control students’ sharing of photos. 3.88 0.87 High 7 4 Students are not allowed to turn on their cameras without permission. 4.17 0.91 High 8 1 Students are given the chance to speak using “raise your hand tool” 4.47 0.66 Very high 9 12 Students have the control on turning on and off their microphones by themselves. 3.08 1.14 Medium 10 8 I rarely expel students from the class. 3.87 0.91 High 11 3 I summarize the lesson at the end of the class and before I close the virtual class. 4.21 0.64 Very high 12 10 I record the lesson so as to help the students watch it more than once. 3.77 1.06 High Total 3.91 0.34 High 35 The researcher recognized from table (8) that English language teachers have experienced technological skills of English distance learning with a high degree. The arithmetic mean was (3.91) and the standard deviation was (0.34). It is clear from the previous table that the first rank was for the eighth item, which states that "Students are given the chance to speak using raise your hand tool" with an arithmetic mean (4.47). That item was also the highest among all the questionnaire items, with a standard deviation (0.66) and a very high degree. The second rank with a very high degree was for the item (5) which states, "Students are told to use their real names with a real photo". Its arithmetic mean was (4.22) with a standard deviation (of 0.84). Besides, item (11) had the third rank with an arithmetic mean (4.21), a standard deviation (0.64), and a very high degree. It states "I summarize the lesson at the end of the class and before I close the virtual class." Item (7) came in the fourth rank with a high degree. It states "I can control students’ sharing of photos". Its arithmetic mean was (4.17) and the standard deviation was (0.91). Item (3) got a high degree as the fifth rank, which states "I follow any new updated information about distance learning ". Its arithmetic mean was (4.13) with a standard deviation (of 0.71). As stated, item (4) is the sixth rank with a high degree, which states, "I am good at using Microsoft teams." Its arithmetic mean was (4.05) with a standard deviation of (0. 84). Item (6) got the seventh rank with a high degree. That states "I can control students’ sharing of photos ". Its arithmetic mean was (3.88) with a standard deviation (of 0. 87). Item (10) got the eighth rank with a high degree, which states, "I rarely expel students from the class." Its arithmetic mean was (3.87) with a standard deviation (0.91). The ninth rank with a high degree was for item (2) which states, "I use other applications and programs in addition to Microsoft teams program" with an arithmetic mean (3.78) and a standard deviation (0.79). In addition, item (12) had the tenth rank with an arithmetic mean (3.77), a standard deviation (1.06), and a high degree. It states "I record the lesson to help the students watch it more than once". Item (1) came in the eleventh rank with a medium degree. It states "I divide students into groups to perform tasks in Microsoft Teams". Its arithmetic mean was (3.37) and its standard deviation (was 0.95). Item (9) got a medium degree as 36 the twelfth rank, which states," Students have the control on turning on and off their microphones by themselves". Its arithmetic mean was (3.08) with a standard deviation (of 1.14). Fourth section: Evaluation skills The researcher extracted the arithmetic mean and standard deviation. Also, the degree and rank were determined for each items of this section. Table (9) shows the arithmetic means and standard deviation of evaluation skills for English language teachers during distance learning at Nablus primary governmental schools. Table (9) The arithmetic means and standard deviation of evaluation skills for English language teachers during distance learning at Nablus primary governmental schools: No. Rank Item Mean Std Degree 1 6 I can insert evaluation tasks continuously and easily on Microsoft teams. 3.84 0.84 High 2 4 Students do the tasks and send the answers appropriately. 3.86 0.76 High 3 1 I send immediate feedback to students` tasks. 4.09 0.59 High 4 5 I discuss the tasks with students after the deadline time. 3.84 0.78 High 5 7 I have good experience in preparing electronic exams. 3.74 0.94 High 6 2 I emphasize evaluation for learning instead of evaluation of learning. 4.04 0.62 High 7 3 I can implement different evaluation tools. 3.99 0.73 High Total 3.914 0.42 High The researcher recognized from table (9) that English language teachers have good experience in evaluation skills during distance learning with a high degree. The arithmetic mean was (3.914) and the standard deviation was (0.42). It is explicit from the previous table that the first rank was for the sixth item, which states that "I send immediate feedback to students` tasks with an arithmetic mean (4.09), 37 standard deviation (0.62) and a high degree. The second rank with a high degree was for item (3) which states, "I emphasize evaluation for learning instead of evaluation of learning." Its arithmetic mean was (4.04) and a standard deviation (0.59). Besides, item (7) had the third rank with an arithmetic mean (3.99), a standard deviation (0.73), and a high degree. It states, "I can implement different evaluation tools." Item (2) came in the fourth rank with a high degree. It states, "Students do the tasks and send the answers appropriately. "Its arithmetic mean was (3.86) and standard deviation (0.76). Item (4) got a high degree as the fifth rank, which states," I discuss the tasks with students after the deadline time." Its arithmetic mean was (3.84) with a standard deviation (of 0.78). As stated in the sixth rank with a high degree, item (1) states, "I can insert evaluation tasks continuously and easily on Microsoft teams." Its arithmetic mean was (3.84), a standard deviation (0. 84). Item (5) got the seventh rank with a high degree. That states "I have good experience in preparing for electronic exams." Its arithmetic mean was (3.74), with a standard deviation of (0. 94). Conclusion The researcher thinks that the high degree of possessing the class management, technological and evaluation skills is because teachers had experience in implementing distance learning system during the Covid-19 pandemic outbreak. Another point, most teachers have taken training courses to deal with virtual platforms; therefore, they improve their skills and expand their knowledge on how effectively manage the virtual classes. 4.2 Results related to the hypotheses The results of the second study question: There are no statistically significant differences at (α ≤ 0.05) in the effect of distance learning on virtual classroom management by English language teachers of the upper primary level in Nablus primary government schools because of the variables of (gender, academic qualification). To answer the second study question, the following null hypotheses were examined: 38 The first hypothesis There are no statistically significant differences at (α ≤ 0.05) of the effect of distance learning on virtual classroom management by English language teachers of the upper primary level at Nablus governmental schools due to the gender variable. Table (10) The arithmetic means, standard deviations, and t-tests for two independent samples, to examine the effect of distance learning on virtual classroom management skills by English language teachers of the upper primary level at Nablus primary governmental schools due to the gender variable. Section (N = 84 ) Male (N =147 ) Female T Sig Mean Std. Deviation Mean Std. Deviation Class management skills 4.07 0.47 4.05 0.38 0.18 0.86 Executive skills 4.32 0.46 4.34 0.37 0.29 0.78 Technological skills 3.87 0.38 3.93 0.32 0.74 0.47 Evaluation skills 3.95 0.50 3.90 0.36 0.55 0.59 Total 4.02 0.36 4.03 0.23 0.11 0.92 It is noted from the previous table (10) that the value of "T" was statistically insignificant at a level of significance less than (0.05) in the total score, as well as in the four sub-domains. There are no statistically significant differences at the significance level (α ≤ 0.05) in the degree of the effect of distance learning on virtual classroom management by English language teachers of the upper primary level at Nablus governmental schools due to the gender variable. Thus, the researcher accepts the first hypothesis. The second hypothesis: There are no statistically significant differences at (α ≤ 0.05) of the effect of distance learning on virtual classroom management by English language teachers of the upper primary level at Nablus primary governmental schools due to the academic qualification variable. It is clear from table (11) in Appendix (G) the arithmetic averages and standard deviations of the study fields due to the educational qualification variable. The arithmetic average for the executive skills section of the bachelor's level was (4.35), 39 which was the highest arithmetic average. While the lowest arithmetic average for the class management skills section of the Ph.D. and above level, it was (3.72). The null hypothesis related to the educational qualification variable was tested using one-way analysis of variance. Table (12) in Appendix (G) shows that there are no statistically significant differences at the significance level (α = 0.05) in the averages of the study sample study, the effect of distance learning on virtual classroom management by English language teachers due to the ed