Teachers’ Perspectives towards Teaching English Online at the Tertiary Level in Saudi Arabia

Algethami, Ghazi

doi:10.24093/awej/covid2.21

Cited by 5 publications

(12 citation statements)

References 19 publications

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“…This could explain why some teachers give many assessments before the end of a semester. These findings are in line with the results of previous studies , such as Chatta et al (2022) and Algethami (2022), who revealed that many Saudi EFL teachers had positive perceptions of online teaching and learning, particularly about conducting effective online assessments (Abduh, 2021) during the Covid-19 pandemic. The findings also agreed with the conceptual definition of assessment by Webber (2012), which states that it is "primarily designed to foster student learning".…”

Section: Results Discussionsupporting

confidence: 91%

“…Similarly, Algethami (2022) mentioned that Saudi teachers have exhibited positive experiences and attitudes toward EFL online teaching.…”

Section: Investigating Online Efl Assessment Challenges: Teachers' Pe...mentioning

confidence: 99%

“…Thus, most teachers believe that face-to-face teaching is better than online teaching. Studies have generally assessed online teaching and learning instead of investigating online assessment, and very few studies focused on the assessment, such as Abduh (2021) and Algethami (2022). The authors need to categorically point out the challenges teachers face in online EFL assessment in their studies.…”

mentioning

confidence: 99%

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Investigating Online Efl Assessment Challenges: Teachers' Perceptions During the Covid-19 Pandemic in Saudi Arabia

Almziad

2023

التربية (الأزهر): مجلة علمية محکمة للبحوث التربوية والنفسية وال

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The Covid-19 pandemic has brought about significant changes and challenges in language teaching and learning in almost every country worldwide. Many countries have effectively embraced various online teaching platforms for language teaching tasks. However, one challenging aspect of online teaching for many teachers is the online assessment task. This study examines teachers' perceptions of online EFL assessment during the COVID-19 pandemic in Saudi Arabia. A survey research design is adopted for the study. To this end, quantitative data were collected using a closed-and-open-ended questionnaire. The data were analyzed by using descriptive statistics. The findings revealed that teachers exhibited positive perceptions towards online assessment because it is easy to be administered and marked. It also saves teachers' time and effort and provides instant feedback for students, allowing them to improve their performance. Moreover, teachers positively perceived online formative assessments because they allow students to develop their learning skills. Furthermore, the study's findings posed some challenges faced by teachers while giving online EFL assessments. It is challenging to ascertain its credibility as several technical factors affect the smooth evaluation process. Therefore, some recommendations are forwarded for further studies and practitioners.

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Section: Results Discussionsupporting

confidence: 91%

“…Similarly, Algethami (2022) mentioned that Saudi teachers have exhibited positive experiences and attitudes toward EFL online teaching.…”

Section: Investigating Online Efl Assessment Challenges: Teachers' Pe...mentioning

confidence: 99%

mentioning

confidence: 99%

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Investigating Online Efl Assessment Challenges: Teachers' Perceptions During the Covid-19 Pandemic in Saudi Arabia

Almziad

2023

التربية (الأزهر): مجلة علمية محکمة للبحوث التربوية والنفسية وال

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“…In relation to teachers, online language learning has also yielded positive and negative perceptions. For example, Algethami (2022) revealed that English language teachers from several Saudi universities demonstrated online readiness. Conversely, online learning has yielded negative results for the teachers, students, and parents who have all experienced sudden unpreparedness in using online technologies, which is a matter that impeded effective learning worldwide (Al Salman et al, 2021).…”

Section: Difficulties In Online Language Learning and Teachingmentioning

confidence: 99%

Contributing Stressors to Online Language Learning Difficulties at King Saud University: Basis for Adaptive Teaching Methodologies

Alkhatnai¹

2022

ELT

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The application of technology in education has become a trend in teaching and the focus of interest in multiple studies because of its various means of implementation. The COVID-19 pandemic has even amplified the need to adapt to different digital-related modalities, one of which is online learning. Although online learning has many benefits for teachers and students, it still poses numerous challenges for education stakeholders. The current study aims to analyze the stressors contributing to difficulties induced by online language learning as experienced by both the students and teachers at King Saud University (KSU). The study also aims to serve as a basis for developing adaptive teaching modalities. This study uses a mixed-descriptive quantitative and qualitative research method, with an open-ended question and a 5-point Likert scale questionnaire. The findings suggest that both the teachers and students frequently felt stressed by the identified contributing stressors and felt that online language learning was difficult for both clusters of respondents. Furthermore, the study concludes with the suggestion that the administrators should consider the needs of the teachers and students and offer them the necessary support to help alleviate the stress and difficulties they are experiencing with online language learning.  

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“…Early in 2020, universities in Saudi Arabia started online classes using Blackboard (BB) Collaborate Ultra, a real-time video conferencing tool replete with many functions such as file share, record, manage users and sessions, full-screen reader, support for common actions, whiteboard, etc. ( Algethami, 2022 ). Chatbox (CB), also referred to as Blackboard Chatbox (BBCB), is a synchronous feature of the Blackboard Ñollaborate Ultra, where students and teachers simultaneously communicate through written messages.…”

Section: Introductionmentioning

confidence: 99%

Investigating English as a foreign language learners’ perceptions, emotions, and performance during online collaborative writing

Alqasham

2022

Front. Psychol.

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Drawing on the sociocultural approach, this study aims to explore EFL learners’ perceptions toward collaborative writing, and the role that learners’ emotions play as a factor influencing their collaboration and achievements in face to face and Blackboard Chatbox as applied in their EFL classes. A mixed-methods research approach was used with a sample of 58 male students enrolled in writing courses at three levels (Levels 1–3) at the Department of English Language and Translation, Qassim University. Three instruments were used for data collection; a 45-item closed-ended questionnaire, semi-structured interviews, and the learners’ overall performance. The findings shown that most learners have positive perceptions toward studying online through Blackboard, and Blackboard Chatbox. Furthermore, Blackboard Chatbox could provide necessary affordances to facilitate learners’ emotion, which could enhance their collaborative writing. However, no significant difference was observed between learners’ performance in the two models of instruction (Sig. = 0.287). Taken together, the results of the present study enhance current understanding of the role of learners’ emotions in collaborative writing with the use of technology.

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Teachers’ Perspectives towards Teaching English Online at the Tertiary Level in Saudi Arabia

Cited by 5 publications

References 19 publications

Investigating Online Efl Assessment Challenges: Teachers' Perceptions During the Covid-19 Pandemic in Saudi Arabia

Investigating Online Efl Assessment Challenges: Teachers' Perceptions During the Covid-19 Pandemic in Saudi Arabia

Contributing Stressors to Online Language Learning Difficulties at King Saud University: Basis for Adaptive Teaching Methodologies

Investigating English as a foreign language learners’ perceptions, emotions, and performance during online collaborative writing

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