Arab World English Journal (AWEJ) Volume 11. Number1 March 2020 Pp.124-137
The Challenges and Prospects of Using E-learning among EFL Students in Bisha
Mohammed Mohammed Nasser Hassan Ja’ashan
English Department, College of Arts, Bisha
University of Bisha, Saudi Arabia
This study attempts to find out the challenges students’ face in learning English as a foreign language when using E-learning system at University of Bisha. It also investigates whether using E-learning is beneficial to EFL students in their learning English to the degree anticipated. There are many challenges face both teachers and students during use E-learning. These challenges include academic, technological; and administrative challenges. The study sample included 36 teaching staff and 261 EFL students at University of Bisha – English department. To collect data required, the researcher developed questionnaires that consist of three domains for both teaching staff and students separately. The study results show that there are no significant differences between EFL students (males and females) of E-learning activities. Therefore, it argued that all domains of teaching staff and students’ challenges could not predict academic achievement. The findings reveal that some factors such as academic, administrative, and technical challenges regarding E-learning were the main challenges of E-learning at University of Bisha. The results also show that students aware of the benefits of using E-learning. They perceive themselves as having a highly positive attitude towards E-learning in English. However, the main advantage can be used anywhere, anytime, and the E-learning system can adapt to the aims of improving communication and enriching students’ learning experiences.
Keywords: Challenges, E-learning, English as Foreign Language, Information & Communication Technology, and Prospects
Cite as: Ja’ashan, M.M.N. H. (2020). The Challenges and Prospects of Using E-learning among EFL Students in Bisha University. Arab World English Journal, 11 (1) 124-137.
Abdelaziz, A. M., Riad, M. A., & Senousy, M. B. (2014).Challenges and Issues in Building
Virtual Reality-Basede. International Journal of E-education, E-business and E learning, 4 (4), 320-328.
Al-Dosari, H. (2011). Faculty members and students perceptions of E-learning in the English Department: A project evaluation. Journal of Social Sciences, 7(3), 391-407.
Al-Harbi, K. A. (2010). E-learning in Saudi tertiary education: Potential and challenges. Applied
Computing and Informatics, 9, 31-46. http://dx.doi.org/10.1016/j.aci.2010.03.002
Al-Ghaith, W., Sanzogni, L., & Sandhu, K. (2010). Factors influencing the adoption and use of online services in Saudi Arabia. The Electronic Journal on Information Systems in Developing Countries, 40(1), 1-32.
Al-Mansour, N. S., & Al-Shorman, R. A. (2011). The effect of computer-assisted instruction on Saudi University students’ learning of English. Journal of King Saud University – Languages and Translation, 24, 51-56. http://dx.doi:10.1016/j.jksult.2009.10.001
Baylor A. L., & Ritchie. D. (2002). What factors facilitate teacher skill, teacher morale, and perceived student learning in technology-using classrooms? Computers & Education. 39. 395-414.
Bendania, A. (2011). Teaching and learning online: King Fahd University of Petroleum and Minerals (KFUPM) Saudi Arabia, case study. International Journal of Arts & Sciences, 4(8), 223-241.
Berhanu, B. (2010). A Model for an E portfolio-based Reflective Feedback: a Case study of E-learning in Developing Countries, unpublished PhD thesis. University of Hamburg, Hamburg.
Blinco, K., Mason, J., McLean, N. & Wilson, S. (2004). Trends and Issues in E-learning Infrastructure Development: A White Paper for alt-i-lab. Prepared on behalf of DEST (Australia) and JISC-CETIS (UK).
Clarke, A. (2004). E-learning Skills. New York: MacMillan.
Condruz-Bacescu, M. (2013). Cultural Challenges of E-learning. Proceedings of the 9th International Scientific Conference “eLearning and Software for Education”, 573-578
Darcy, S. (2012). Disability, Access, and Inclusion in the Event Industry: A Call for Inclusive Event Research. Event Management, 16, 259–265 DOI: http://dx.doi.org/10.3727/152599512X13461660017475
Donnelly, R. & McAvinia, C. (2012). Academic Development Perspectives of Blended Learning. In Anastasiades, P.S. (Ed.), Blended Learning Environments for Adults: Evaluations and Frameworks, (pp.1-18). Hershey, PA: IGI Global. 2012.
Fageeh, A. I. (2011). EFL students’ readiness for E-learning: Factors influencing e-learners acceptance of the BLACKBOARD in a Saudi university. The JALT CALL journal, 7(1), 19-42.
Feeney, D. (2001). Rates of adoption in a university course management system. Unpublished Dissertation, West Virginia University, Morgantown, WV.
Garrison, D. R. (2011). E-learning in the 21st century: A framework for research and practice (2nd ed.). Taylor & Francis, New York.
Khan, S., Hasan, M. & Clement, C. (2012). Barriers to the introduction of ICT into education in developing countries: The example of Bangladesh. International Journal of Instruction, 5(2), 61-80.
Khan, B. (2005). Managing E-learning Strategies: Design, Delivery, Implementation and Evaluation. Hershey, PA, USA: idea group Inc.
Kim, M. (2008). Factors influencing the acceptance of E-learning courses for mainstream faculty in higher institutions. International Journal of Instructional Technology and Distance Learning, 5(2), 29-44.
Jones, A. (2003). ICT and Future Teachers: Are We Preparing for E-learning? In D. Carolyn & K.W. Lai (Eds), Information and Communication Technology and the Teacher of the Future 65-83. Boston: Kluwer Academic Publishers.
Ong, C.-S., Lai, J.-Y., & Wang, Y.-S. (2004). Factors affecting engineers’ acceptance of asynchronous e-learning systems in high-tech companies. Information & Management, 41 (6), 795-804.
Palloff, R. M., & Pratt, K. (1999). Building Learning Communities in Cyberspace – effective strategies for the online classroom. San Francisco: Jossey-Bass.
Rashty, D. (2012). Traditional Learning Versus E-learning Methods. New York: Mount St. Mary’s College.
Rhema, A., & Miliszewska, I. (2010). Towards e-learning in higher education in Libya. Issues in Informing Science and Information Technology, 7, 423 – 437.
Roca, J.C., Chiu, C.M. & Martínez, F.J. (2006) Understanding e-learning continuance intention: An extension of the Technology Acceptance Model. International Journal of Human-Computer Studies, 64, 683– 696.
Salmon, G. (2004). E-moderating: The key to Teaching and Learning Online (2nd Ed.) Oxford shire: Taylor & Francis Books Ltd.
Selim, H. M. (2007). Critical success factors for E-learning acceptance: Confirmatory factor models. Computers & Education, 49(2), 396-413.
Ssekakubo, G., Suleman, H., & Marsden, G. (2011). Issues of adoption: Have e-learning management systems fulfilled their potential in developing countries? In Proceedings of the South African Institute of Computer Scientists and Information Technologists Conference on Knowledge, Innovation and Leadership in a Diverse, Multidisciplinary Environment (pp. 231–238). Cape Town, South Africa.
Taurus,J.T., David, Gichoya. & Alex, Muumbo. (2015). Challenges of Implementing E-learning in Kenya: A case of Kenyan Public University. International Review of Research in Open and Distributed Learning, 16(1), 120 -141.
Volery, T., Lord, D. (2000). Critical success factors in online education. The International Journal of Educational Management. 14 (5), 216-223.
Wanjala, M. S., Khaemba, E. N. & Mukwa, C. (2011). Significant factors in professional staff development for the implementation of ICT education in secondary schools: A case of schools in Bungoma District, Kenya. International Journal of Curriculum and Instruction, 1(1), 30-42.
Zake, J. (2009). Challenges to E-learning in Developing Communities of Africa. Available at: http://digitallearning. (Accessed on August 28, 2013).