Framework to Help e-Tutors in English Distance Language Learning Programmes

Abstract

This study proposes a framework designed to help e-tutors in English distance language learning programmes (DLLPs) in King Abdul-Aziz University, Saudi Arabia, in their role as distance e-tutors, and involves asking both how e-tutors can help distance learners to take control over their learning and how difficult it is to help their learners to develop new learning strategies, or to become autonomous learners. To reply to these questions, along with other research questions, I have decided to adopt three data-collection methods: reflective journals, semi-structure interviews and document analysis. However, this paper will concentrate on the process and analysis of the first method (reflective journals) for two main reasons: this method has never been used with e-tutors in this DLLP; and the researcher is keen to share with other researchers her experience of using this interesting and relatively new method of data collection in Saudi universities.