Arab World English Journal (AWEJ) 2nd Special Issue on Covid 19 Challenges January 2022        Pp.466 – 478

Full Paper PDF


Interaction in E-Learning Setting through Teaching English as Foreign Language by
Native-English Teachers: E-Classroom Discourse

Eissa. Al Khotaba
Department of Languages and Translation
Faculty of Education and Arts, The University of Tabuk,
Tabuk, Saudi Arabia


Received: 11/3/2021                      Accepted: 1/12/2022                     Published:1/24/2022


This survey investigated the interaction of e-learning settings through teaching English as a foreign language by native-English teachers. It examined the instructional virtual environment in teaching EFL at the University of Tabuk in Saudi Arabia during the COVID-19 crisis during the academic year 2019/2020. Sample consisted of 20 informants. Participants were selected randomly divided into two groups (experimental 10 and control 10). Experimental group used media tools such as blackboard, zoom, interactive board, the control group used the conventional method. Pre-and post-questionnaires were distributed to both groups after completing teaching units. Results showed that there are statistically significant differences at level (0, 05) for the means of achievement test for both groups in favor of the experimental group through the interactive board. The findings revealed that there are statistically significant differences at level (0, 05) in developing attitudes of teachers towards linguistic subjects due to the use of the interactive board. The research recommends that media; blackboard, zoom, and the interactive board should be activated in teaching all subjects not only the time of crisis but also in normal times since it has a positive effect on the achievement of teachers and increases their attitudes towards teaching EFL any time any place.
Keywords: attitudes, blackboard, discourse analysis, e-learning discourse, English language teaching, interactive board,
multi-media, zoom

Cite as: Al Khotaba, E. (2022). Interaction in E-Learning Setting through Teaching English as Foreign Language by Native-English Teachers: E-Classroom Discourse   Arab World English Journal (AWEJ) 2nd Special Issue on Covid 19 Challenges (2) 466 – 478.


Adnyani, Luh Diah Surya and Mahayanti, Surya & Suprianti, G. A. P. (2020). Pow Toon-Based Video Media for Teaching English for Young Learners: An Example of Design and Development Research. Proceedings of the 3rd International Conference on Innovative Research across Disciplines (ICIRAD 2019), 221-226.

Al-Drees, A., Khalil, M. S., Meo, S. A., & Abdulghani, H. M. (2015). Utilization of blackboard among undergraduate medical students: Where we are from the reality? Journal of Taibah University Medical Sciences, 10(1), 16-20.

Alenezi, A. M., & Shahi, K. K. (2015). Interactive e-learning through Second Life with Blackboard Technology. Procedia – Social and Behavioral Sciences, 176, 891-897. DOI:

Aljawarneh, S. A. (2020). Reviewing and exploring innovative ubiquitous learning tools in higher education. Journal of Computing in Higher Education, 32, 57–73. s12528-019-09207-0.

Chen, J.J (2016). Enhancing Student Engagement and Interaction in E-Learning Environments through Learning Analytics and Wearable Sensing, (Unpublished Doctoral dissertation) Hong Kong Baptist University, Hong Kong, China. Available online:

Dennen, V.P., Branch, R.C. (2019). Considerations for Designing Instructional Virtual Environments. Available online:

Gautam, P. (2020). Advantages and disadvantages of online learning. In E-Learning Industry.

Gibeault, M. J. (2018). Organization of Materials and Accessing the Library in Blackboard: A Learner-centered Usability Study. The Journal of Academic Librarianship, 44, 190-195. Doi:

Kelly-Irving, M., et al., (2017). Vignettes as a tool for research and teaching in life course studies: Interdisciplinary approaches. Advances in Life Course Research, 32, 35-41. Doi:

King, J. (2017). Reimagining the Role of Technology in Education: 2017 National Education Technology Plan Update. U.S.: US Department of Education. Resource URL

Martuk, A.M., Elberkawi, E.K., Aljawarneh, S. et al. The COVID-19 pandemic and E-learning: challenges and opportunities from the perspective of students and instructors. J Comput High Educ (2021).

Montanero, M., & Marques, M.-J. (2018). “Explain it on the blackboard”. An analysis of the educational interaction in mirror assessment activities. Learning, Culture, and Social Interaction, 22, 51-61. Doi:

Ramezanali, N., and Faez, F. (2019). Vocabulary learning and retention through multimedia glossing. Language Learning and Technology, 23(2), 105–124.

Shadiev, R., & Yang, M. (2020). Review of Studies on Technology-Enhanced Language Learning and Teaching. Sustainability, 12, 1-22. Doi: 10.3390/su12020524.

Sauro, S. and Sundmark, B. (2019). Critically examine the use of blog-based fanfiction in the advanced language classroom. ReCALL, 31, 40–55. DOI:

Shadiev, R., Hwang, W.Y., & Liu, T.Y. (2019). A study of the use of wearable devices for healthy and enjoyable English as a foreign language learning in authentic contexts. Journal of Educational Technology & Society, 21(4), 217–231.

Sydorenko, T., Daurio, P., and Thorne, S. L. (2018). Refining pragmatically appropriate oral communication via computer-simulated conversations. Computer Assisted Language Learning, 31(1-2), 157–180.

Tamilarasan, P., Anitha, D., & Saravanan, K. (2019). Integrating Technology into English Language Teaching: An Analysis. International Journal of Recent Technology and Engineering, 8(1), 973-976.

Tang, X. (2019). The effects of task modality on L2 Chinese learners’ pragmatic development: Computer-mediated written chat vs. face-to-face oral chat. System, 80, 48–59.

Urizar, A. S., & Tuti. H. (2018). The Effectiveness of Use Multimedia in English Teaching at SMPN 1 Meulaboh. Proceedings of the 1st International Conference on Social Sciences and Interdisciplinary Studies (ICSSIS 2018), 208, 47-48

Uziak, J., Oladiran, M. T., Lorencowicz, E., & Becker, K. (2018). Students and Instructor’s Perspective on the use of Blackboard Platform for Delivering an Engineering Course. The Electronic Journal of e-Learning, 16(1), 1-15.

Yamazaki, K. (2018). Computer-assisted learning of communication (CALC): A case study of Japanese learning in a 3D virtual world. ReCALL, 30(2), 214–231. DOI:

Yezli, S., & Khan, A. (2020). COVID-19 social distancing in the Kingdom of Saudi Arabia: Bold measures in the face of political, economic, social and religious challenges. Travel Medicine and Infectious Disease.

Received: 11/3/2021
Accepted: 1/12/2022 
Published: 1/24/2022

Dr. Eissa Al Khotaba is an Associate Professor of Discourse Analysis at the Faculty of Education and Arts, Dept. of Languages and Translation, University of Tabuk, KSA. He is the Head of the Research Unit at the Institute of Languages. His primary focus is on linguistics, discourse, translation, and English language teaching.