Analyzing "Teaching Presence" in Online Persian Courses to non-Persian Speakers based on Andersons’ Conceptual Framework: Case Study: International Center of Teaching Persian to non-Persian Speakers

Online second language courses are experiencing significant growth worldwide, with the teacher being widely recognized as the key determinant of success in these courses. Given the absence of physical presence in virtual environments, it is essential to employ strategies that enhance the perception of teaching presence (TP) in virtual courses. The objective of this study is to explore TP based on Anderson et al.'s (2001) conceptual framework as a crucial element in online Persian courses for non-Persian speakers at the International Center for Teaching Persian Language to non-Persian Speakers (ICTPL), Ferdowsi University of Mashhad (FUM). This research adopts a descriptive-analytical methodology, employing a questionnaire based on Anderson's TP framework as its primary instrument. The study incorporates both qualitative and quantitative analyses to offer a comprehensive examination of the data. The data were collected from questionnaires completed by these 30 instructors involved in various Persian online language courses at FUM. The findings showed that among the three indicators of TP, including instructional design and organization, facilitating discourse and direct instruction, the most agreement and application was with facilitating discourse. Among the components of the first category “designing methods" and “establishing netiquette”, and in the indicator of facilitating discourse, “encouraging student contributions” and “drawing in participants to prompt discussion” show the highest percentage of agreement and application. Additionally, in the indicator of direct instruction, the lowest percentage among all components was dedicated to the “present content and questions”, which suggests the acceptance of new educational approaches among the teachers at ICTPL.