Arab World English Journal (AWEJ) Volume 13. Number 4 December 2022 Pp.355-371
E-Learning for English Language Teaching in Higher Education Institutions in Saudi
Arabia during Covid-19 Pandemic
English Language Departmentp
Majmaah University, Saudi Arabia
Received: 07/30/2022 Accepted: 11/21/2022 Published:12/15 /2022
The study’s main aim is to examine E-Learning for English Language Teaching in Higher Education Institutions in Saudi Arabia during the Covid-19 Pandemic. The significance of the study is to investigate the level of adoption of e-learning for English Language teaching and practice, the impacts of the adoption of e-learning for English Language teaching and training, challenges associated with the adoption of e-learning for English Language teaching and practice, and the future of the use of e-learning for English Language teaching and practice in Higher Education Institutions in Saudi Arabia. The study’s central question is what are the impacts and challenges of E-Learning for English Language Teaching in Higher Education Institutions in Saudi Arabia during the Covid-19 Pandemic? The study used the semi-structured interview to obtain data from six English language lecturers in Saudi Arabia Universities selected using purposive and convenient sampling techniques. The data obtained were analyzed thematically. The study concluded that e-learning is the future of theoretical and practical courses such as English language teaching and practice in Higher Educational Institutions. This technology usage will benefit everyone involved; Higher Educational Institutions can save money and time while encouraging creativity. The study recommended that students and staff should be trained and re-trained on how to use digital technologies. Education institutions and government agencies should support students with computers and adequate software.
Keywords: covid-19, e-learning, English language, higher education institutions, practice, practicum courses
Cite as: Albatti, H. (2022). E-Learning for English Language Teaching in Higher Education Institutions in Saudi Arabia during Covid-19 Pandemic. Arab World English Journal, 13 (4) 355-371.
Abdullah, F.,& Ward, R. (2016). Developing a general extended technology acceptance model for E-learning (GETAMEL) by analyzing commonly used external factors. Computers in Human Behavior, 56, 238– 256.
Adedoyin, O. B.,&Soykan, E. (2020). Covid-19 pandemic and online learning: The challenges and opportunities. Interactive Learning Environments, 1–13. HTTPS:// doi.org/10.1080/10494820.2020.1813180
Alanazy, S. M. (2018). Factors Affecting Faculty Attitude for Adopting Online Learning at Aljouf University, Saudi Arabia. Journal of Education and Learning, 7(1), 154-162.
Al-Araibi, A. A. M., Naz’ri Bin Mahrin, M.,&Yusoff, R.C.M. (2019). Technological aspect factors of E-learning readiness in higher education institutions: International Journal of Innovation, Creativity, and Change, 12(2) 59-68.
Al-Gahtani, S. S. (2016). Empirical investigation of e-learning acceptance and assimilation: A structural equation model. Applied Computing and Informatics, 12(1), 27–50
Alhabeeb, A.,& Rowley, J. (2017). Critical success factors for eLearning in Saudi Arabian universities. International Journal of Educational Management, 31(2), 131–147.
Aljedaani, W. et al. (2021). I Cannot See You—The Perspectives of Deaf Students to Online Learning during COVID-19 Pandemic: Saudi Arabia Case Study. Education Sciences, 11(11), 700-712.
Almaiah, M. A.,&Almulhem, A. (2018). A conceptual framework for determining the success factors of e-learnings system implementation using Delphi technique. Journal of Theoretical and Applied Information Technology, 96(17) 56-78.
Almaiah, M. A. (2018). Acceptance and usage of amobile information system services in University of Jordan. Education and Information Technologies, 23(5), 1873–1895.
Almaiah, M. A.,& Man, M. (2016). Empirical investigation to explore factors that achieve high quality of mobile learning system based on students’ perspectives. Engineering Science and Technology, an International Journal, 19(3), 1314–1320.
Almaiah, M. A., Jalil, M. A.,& Man, M. (2016b). Preliminary study for exploring the major problems and activities of mobile learning system: A case study of Jordan. Aung, T. N. and Khaing, S. S. (2015). Challenges of implementing e-learning in developing countries: A review. In International Conference on Genetic and Evolutionary Computing (pp. 405- 411). Springer, Cham.
Almaiah, M. A., Jalil, M. A., & Man, M. (2016a). Extending the TAM to examine the effects of quality features on mobile learning acceptance. Journal of Computers in Education, 3(4), 453–485.
Armitage, A. (2012). A Methodology of the Imagination. Journal of Business Administration Research, 1(1) 70–87.
Bellaaj, M., Zekri, I., & Albugami, M. (2015). The continued use of e-learning system: An empirical investigation using UTAUT model at the University of Tabuk. Journal of Theoretical and Applied Information Technology, 72(3) 34-45.
Bryson, J. R., Andres, L., Bryson, J. R.,& Andres, L. (2020). Covid-19 and rapid adoption and improvisation of online teaching: Curating resources for extensive versus intensive online learning experiences online learning experiences abstract. Journal of Geography in Higher Education, 44(4), 608–623. https://doi.org/ 10.1080/03098265.2020.1807478
Castro, M. D. B., &Tumibay, G. M. (2021). A literature review: efficacy of online learning courses for higher education institution using meta-analysis. Education and Information Technologies, 26(2), 1367-1385.
Chang, C. T., Hajiyev, J. & Su, C. R. (2017). Examining the students’ behavioral intention to use e-learning in Azerbaijan? The general extended technology acceptance model for e-learning approach. Computers & Education, 111, 128–143.
Chen, H. R. & Tseng, H. F. (2012). Factors that influence acceptance of web-based e-learning systems for the in-service education of junior high school teachers in Taiwan. Evaluation and Program Planning, 35(3), 398–406.
Dhawan, S. (2020a). Online learning: A panacea in the time of COVID-19 crisis. Journal of Educational Technology, 49(1), 5–22. https://doi.org/10.1177/ 0047239520934018
Dhawan, S. (2020b). Online learning: A panacea in the time of COVID-19 crisis. Journal of Educational Technology Systems, 49(1), 5–22. https://doi.org/10. 1177/0047239520934018
Farid, S., Ahmad, R., Alam, M., Akbar, A., & Chang, V. (2018). A sustainable quality assessment model for the information delivery in E-learning systems. Information Discovery and Delivery,.1-25
Hamdan, A. (2014). Faculty members’ perceptions of online learning in Saudi Arabia: The case for more professional development support. In European conference on e-learning (205–218). Academic Conferences International Limited.
Hashemi, A., & Kew, S. N. (2021). The barriers to the use of ICT in English language teaching : A systematic literature review. Journal of Information and Communication Technologies, 3(1) 67–76. Retrieved from https://dergipark.org.tr/tr/pub/bited.
Islam, N., Beer, M., & Slack, F. (2015). E-learning challenges faced by academics in higher education. Journal of Education and Training Studies, 3(5), 102–112.
Kalloo, R. C. et al. (2020). Responding to the COVID-19 pandemic in Trinidad and Tobago: Challenges and opportunities for teacher education responding to the COVID-19 pandemic in trinidad and tobago: Challenges and opportunities for teacher education. Journal of Education for Teaching, 46(4), 452–462. https://doi. org/10.1080/02607476.2020.1800407
Kanwal, F., & Rehman, M. (2017). Factors affecting e-learning adoption in developing countries–empirical evidence from Pakistan’s higher education sector. IEEE Access, 5, 10968–10978.
Khalil, R. et al. (2020). The sudden transition to synchronized online learning during the COVID-19 pandemic in Saudi Arabia: a qualitative study exploring medical students’ perspectives. BMC medical education, 20(1), 1-10.
Kisanga, D., & Ireson, G. (2015). Barriers and strategies on adoption of e-learning in Tanzanian higher learning institutions: Lessons for adopters. International Journal of Education and Development using ICT, 11(2) 78-90.
König, J., Jäger-biela, D. J., &Glutsch, N. (2020). Adapting to online teaching during COVID-19 school closure: teacher education and teacher competence effects among early career teachers in Germany. European Journal of Teacher Education,43(4), 608–622. https://doi.org/10.1080/02619768.20201010.11
Mahyoob, M. (2020). Challenges of e-Learning during the COVID-19 Pandemic Experienced by EFL Learners. Arab World English Journal (AWEJ), 11(4) 205–231.
Mporananayo, N., &Mbonyuburyo, J. (2020). E-learning and open distance education (ODL) in IPRC Kigali during COVID-19 pandemic spread: opportunities and challenges available. Journal of Education and Practice, 11 (27), 31–40. https://doi.org/10.7176/JEP/11-27-04
Mulhanga, M. M.,&Lima, S. R. (2017). Podcast as e-learning enabler for developing countries: Current initiatives, challenges, and trends. In Proceedings of the 2017 9th International Conference on Education Technology and Computers(pp.126-130).
Novikov, P. (2020). Impact of COVID-19 emergency transition to online learning on international students’ perceptions of educational process at Russian university Philipp Novikov 1. Journal of Social Studies Education Research, 11(3), 270–302. https://www. learntechlib.org/p/217752/.
Pettey, G., Bracken, C. C., Pask, E. B. (2017). Communication research methodology: A strategic approach to applied research. Routledge.
Salloum, S. A., Al-Emran, M., Shaalan, K.,&Tarhini, A. (2019). Factors affecting the E-learning acceptance: A case study from UAE. Education and Information Technologies, 24(1),509–530.
Sepulveda-escobar, P., Morrison, A., & Sepulveda-escobar, P. (2020). Online teaching placement during the COVID-19 pandemic in Chile: Challenges and opportunities Chile: Challenges and opportunities. European Journal of Teacher Education, 43(4), 587–607. HTTPS:// doi.org/10.1080/02619768.2020.1820981S
Shin, M. & Hickey, K. (2020). Needs a little TLC: Examining college students ’ emergency remote teaching and learning experiences during COVID-19 ABSTRACT. Journal of Further and Higher Education, pp. 1–14. https://doi.org/10.1080/0309877X.2020.1847261
Singh, M. (2017). Post-monolingual research methodology: Multilingual researchers democratizing theorizing and doctoral education. Education Sciences, 7(1), 28, 46-75
Stone, D. M., Dulohery, K., Scully, D., Campbell, T., & Smith, C. F. (2020). Strength, weakness, opportunity, threat (SWOT) analysis of the adaptations to anatomical education in the United Kingdom and the Republic of Ireland in response to the covid-19 pandemic. Anatomical Sciences Education, pp. 308, 298–308. https://doi.org/10.1002/ase.1967
Surahman, E. (2020). Student Satisfaction toward Quality of Online Learning in Indonesian Higher Education during the Covid-19 Pandemic. In 2020 6th International Conference on Education and Technology (ICET) (pp. 120–125). IEEE.
Tarus, J. K., Gichoya, D.,&Muumbo, A. (2015). Challenges of implementing e-learning in Kenya: A case of Kenyan public universities. The International Review of Research in Open and Distance Learning, 16(1), 120–141.
Yamane T. (1967). Statistics: An Introductory Analysis(2nd Ed.).New York: Harper and Row.