Volume 8, Issue 2 (June 2026)
IEEPJ 2026, 8(2): 0-0 |
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Moghadam M, Shamsi H, Alirezaee F. (2026). Navigating Socialization in a Post-Pandemic Context: The EFL Learner Experience: A Phenomenological Study. IEEPJ. 8(2),
URL: http://ieepj.hormozgan.ac.ir/article-1-1045-en.html
URL: http://ieepj.hormozgan.ac.ir/article-1-1045-en.html
1- , m.moghaddam@fasau.ac.ir
Abstract: (31 Views)
Objective: This study aimed to explore the factors affecting the socialization of Iranian high school English language learners in the aftermath of the COVID-19 pandemic, with a particular focus on the challenges they faced in returning to social activities and the strategies they used to cope with these difficulties.
Methods: Data were collected through in-depth interviews with 40 Iranian English language learners aged 14 to 19. The data were analyzed using phenomenological principles and grounded theory procedures with the help of MAXQDA software.
Results: The findings showed that the COVID-19 pandemic had a substantial impact on learners’ socialization. Participants reported reduced face-to-face interaction, difficulty re-engaging in social activities, negative effects on mental health, and decreased self-confidence. They also experienced problems related to online learning environments, including internet connectivity issues and limited engagement in virtual platforms. Major barriers to socialization included reluctance to participate in activities, feelings of social isolation, and communication difficulties. At the same time, several facilitating factors were identified, such as interaction with close friends, the use of social media, and participation in peer gatherings.
Conclusions: The study highlights the complex nature of post-pandemic socialization among Iranian high school EFL learners. The findings suggest that both technology-based communication and supportive interpersonal relationships play an important role in helping learners rebuild social engagement. These results may inform educators, schools, and policymakers seeking to support students’ social and emotional adjustment in post-pandemic contexts.
Methods: Data were collected through in-depth interviews with 40 Iranian English language learners aged 14 to 19. The data were analyzed using phenomenological principles and grounded theory procedures with the help of MAXQDA software.
Results: The findings showed that the COVID-19 pandemic had a substantial impact on learners’ socialization. Participants reported reduced face-to-face interaction, difficulty re-engaging in social activities, negative effects on mental health, and decreased self-confidence. They also experienced problems related to online learning environments, including internet connectivity issues and limited engagement in virtual platforms. Major barriers to socialization included reluctance to participate in activities, feelings of social isolation, and communication difficulties. At the same time, several facilitating factors were identified, such as interaction with close friends, the use of social media, and participation in peer gatherings.
Conclusions: The study highlights the complex nature of post-pandemic socialization among Iranian high school EFL learners. The findings suggest that both technology-based communication and supportive interpersonal relationships play an important role in helping learners rebuild social engagement. These results may inform educators, schools, and policymakers seeking to support students’ social and emotional adjustment in post-pandemic contexts.
Type of Study: Original |
Subject:
Educational Psychology
Received: 2025/08/2 | Accepted: 2026/04/28 | Published: 2026/06/1
Received: 2025/08/2 | Accepted: 2026/04/28 | Published: 2026/06/1
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