Arab World English Journal ( July 2021) Theses ID 274 Pp. 1- 34
Saudi Females Beginners’ Attitudes Towards Full-online Learning Through EFL Virtual
Classrooms During COVID-19 Pandemic
Eilaf Eid Alotaibi
Jubail Industrial City, Saudi Arabia
Author: Eilaf Eid Alotaibi
Thesis Title: Saudi Females Beginners’ Attitudes Towards Full-online Learning Through EFL
Virtual Classrooms During COVID-19 Pandemic
Institution: English Department. Faculty of Languages and Translation, King Khalid University
Major: Applied Linguistics
Degree: MA in Applied Linguistics
Year of award: May 2021
Supervisor: Dr. Mazeegha Al-Tale’
Keywords: COVID-19 pandemic, EFL students, EFL learning, full-online learning, Saudi
students’ attitudes, virtual classrooms
Mastery of English is indispensable for students to pursue their university major in Saudi Arabia. Therefore, it is mandatory for Saudi undergraduates studying at the preparatory year programs to get high scores in the EFL course to be eligible to enroll in the Bachelor’s degree programs. However, the sudden shift to distance learning worldwide to curb the spread of the COVID-19 pandemic affects the university beginners’ attitudes to learn EFL. This article examines the general perceptions of Jubail University College EFL female students’ towards learning English through full online mode. Also, the study displays the benefits and drawbacks the EFL students have encountered while using the virtual classroom during the pandemic. Their views were investigated through in-depth one-on-one interviews and focused group discussion done virtually by the author. The results reveal that the majority of students have formed negative attitudes toward EFL virtual classrooms and preferred traditional classrooms. In addition, the results present solutions suggested by the participants to enhance the quality of full-online English language teaching, which could be useful for EFL language instructors.
Cite as: Alotaibi , E. E.(2021). Saudi Females Beginners’ Attitudes Towards Full-online Learning Through EFL Virtual Classrooms During COVID-19 Pandemic, English Department. Faculty of Languages and Translation, King Khalid University, Saudi Arabia. (M.A.Thesis). Retrieved from Arab World English Journal (ID Number: 274) . July 2021: 1-34
 Alahmadi, N., & Alraddadi, B. (2020). The impact of virtual classes on second language
interaction in the Saudi EFL Context: A case study of Saudi undergraduate students.
Arab World English Journal, 11(3),5672 https://doi.org/10.24093/awej/vol11no3.4
 Alhawiti, M. M. F. (2017). The effect of virtual classes on the students’ English
achievement in Tabuk community college. International Journal of Learning,
Teaching and Educational Research, 16 http://mail.ijlter.org/index.php/ijlter/article/view/927
 Bawaneh, A. K., Malkawi, E., & Bawa’aneh, M. S. (2020). Campus off, education on:
UAEU Students’ satisfaction and attitudes towards e-learning and virtual classes
during COVID-19 pandemic. Contemporary Educational Technology, 13(1), ep283. https://doi.org/10.30935/cedtech/8708
 Candeias, A. A., Rebelo, N., & Oliveira, M. (2010). Student’ attitudes toward learning
and school: Study of exploratory models about the effects of socio-demographics
and personal attributes.Arquivo.pt: pesquise páginas do passado. https://arquivo.pt/wayback/20170222113426/www.projectored.uevora.pt/documentos/LICE.pdf
 Erarslan, A, Topkaya, E. (2017). EFL students’ attitudes towards e-Learning and effect
of an online course on students’ success in English. The Literacy Trek, 3 (2), 80-
 Evisen, N., Akyilmaz, O., & Torun, Y. (2020). A case study of university EFL
Preparatory class students’ attitudes towards online learning during Covid-19 in
Turkey. Gaziantep University Journal of Educational Sciences, 4(1), 73-93.
 Francisco, DC., & Barcelona, C. (2020). Effectiveness of an online classroom for flexible
learning. International Journal of Academic Multidisciplinary Research (IJAMR),
4(8), 100-107. https://files.eric.ed.gov/fulltext/ED607990.pdf
 Hakim, B. (2020). Technology integrated online classrooms and the challenges faced by
the EFL teachers in Saudi Arabia during the COVID-19 pandemic. International
Journal of Applied Linguistics and English Literature, 9(5), 33. https://doi.org/10.7575/aiac.ijalel.v.9n.5p.33
 Hrastinski, S. (2008). Asynchronous and synchronous e-learning: A study of
asynchronous and synchronous e-learning methods discovered that each support
different purposes. Educause Quarterly.
 Keegan, D. (1995). Distance education technology for the new millennium UB Deposit
Fernuni- Hagen.de. https://ub-deposit.fernuni-hagen.de/receive/mir_mods_00000342
 Keegan, D. (1998). The two modes of distance education. Open Learning: The Journal of
Open Distance and E-Learning, 13(3), 43-47.
 Khoshaim, H. B., Al-Sukayt, A., Chinna, K., Nurunnabi, M., Sundarasen, S., Kamaludin,
K., Baloch, G. M., & Knowles, E., & Kerkman, D. (2007). An investigation of
students’ attitudes and motivations toward online learning: A Journal of Scholarly
Teaching, 2, 70-80. https://doi.org/10.46504/02200708kn
 Mahyoob, M. (2020). Challenges of e-Learning during the COVID-19 pandemic
experienced by EFL learners. Arab World English Journal, 11(4), 351-362.
 Male, H., Murniarti, E., Simatupang, M. S., Siregar, J., Sihotang, H., & Gunawan, R.
(2020). Attitude of undergraduate students towards online learning during COVID-19
pandemic. PalArch’s Journal of Archaeology of Egypt/Egyptology, 17(4), 1628-1637.
 McBrien, J. L., Cheng, R., & Jones, P. (2009). Virtual spaces: Employing a synchronous
online classroom to facilitate student engagement in online learning. The
International Review of Research in Open and Distributed Learning, 10(3).
 Ng, K. C. (2007). Replacing face-to-face tutorials by synchronous online technologies:
Challenges and pedagogical implications. The International Review of Research in
Open and Distributed Learning, 8(1). https://doi.org/10.19173/irrodl.v8i1.335
 Şen, H. (2013). The attitudes of university students towards learning. Procedia – Social
and Behavioral Sciences, 83, 947-953. https://doi.org/10.1016/j.sbspro.2013.06.177
 Tolosa, C., Ordóñez, C. L., & Guevara, D. C. (2017). Language learning shifts and
attitudes towards language learning in an online tandem program for beginner
writers. Teachers’ Professional Development, 19(1), 105.