Teaching and learning the four English skills before and during the COVID-19 era: perceptions of EFL faculty and students in Saudi higher education

Abstract

At the peak of the COVID-19 pandemic in 2020, synchronous online learning replaced physical classes worldwide. However, sustaining the quality of education during this transition was a challenge. Specifically, teaching and learning the four English skills (listening, speaking, reading and writing) among English-as-a-foreign-language (EFL) learners in contexts such as Saudi Arabia required greater adjustments to meet learners’ demands during the pandemic. Within this context, this study explored how online teaching and learning helped develop the four English skills among Saudi EFL students. A survey was conducted among EFL faculty and learners in a Saudi Arabian higher-learning institution regarding the diverse aspects of language skills development before and during the pandemic. Data were analyzed using descriptive and inferential statistics. The results showed that e-learning was most beneficial for writing and least beneficial for speaking and that writing was most nurtured and adopted in almost all schoolwork, while speaking was neglected during online courses. Indeed, instructors must be prepared for an effective online learning experience in the future. This study aims to strengthen the field of EFL teaching and learning in Saudi Arabia and related contexts by describing learners’ perceptions of their experiences before and during the pandemic.

Effect of teaching strategies on students’ German writing skills at Saudi international schools

“…Brainstorming is another creative teaching method. According to Alhaider (2023), brainstorming is a kind of individual or group creative technique whereby information is gathered in the form of a list of ideas that participants suddenly submit in order to determine a certain deduction for a certain issue. According to Kawinkoonlasate (2019), brainstorming generates ideas more quickly than people working alone to come up with knowledge.…”

“…Moreover, the implementation of this approach necessitates a shift in teaching methods and curricula, which can be met with resistance (Alharbi, 2020;Wahdan, 2019). Alhaider (2023) noted that with the rise of technology, there has been a growing emphasis on incorporating digital tools and resources to enhance German writing skills. Various online platforms and applications provide students with opportunities to practice writing, receive instant feedback and access a wealth of information.…”

“…Teachers in Saudi international schools may have varying degrees of familiarity and comfort with innovative teaching methods and technology. The extent to which teachers receive training and support in implementing these strategies can greatly impact their effectiveness (Alhaider, 2023).…”

“…Alhaider (2023) noted that with the rise of technology, there has been a growing emphasis on incorporating digital tools and resources to enhance German writing skills. Various online platforms and applications provide students with opportunities to practice writing, receive instant feedback and access a wealth of information.…”

Distance learning Revisited: Students’ Preferences and Attitudes in the Post-Pandemic Era

“…In addition, many studies examined the challenges that students and instructors faced in DL in certain subject courses during the pandemic in Saudi Arabia such as the attitudes and perspectives of Saudi female medical students towards online instruction in EFL (Elashhab, 2022); instructors and students' perceptions of DL in translation courses (Aldossary, 2021) (Alhaider, 2023); (Albatti, 2022); English language learning strategies during COVID-19 in the Middle East vis collaborative learning, flipped classroom, and the final is scaffolding (Khreisat, 2022); EFL speaking practice in distance learning during the pandemic in 2020-2021 (Al-Jarf, 2021d); teachers and students' perceptions of emergency online learning in an intensive English writing course (Mahyoob, 2020); Saudi university students' views of language learning via blackboard during the pandemic (Almekhlafy, 2020); Aljuaid, 2021); use of blackboard in English-speaking practice by Saudi EFL students during COVID-19 (Al-Oqaily, Salam & Na, 2022); the challenges and affordances of implementing mobile-assisted language learning as reported by EFL teachers' in Saudi Arabia during COVID-19 (Alghamdi, 2022); differential effects of the iPad on first and second language acquisition by Saudi children during the pandemic (Al-Jarf, 2021c); perceptions of blended learning environments by Saudi students at Bisha University (Anas, 2020) and others.…”