Measuring E-Learning Readiness among EFL Teachers in Intermediate Public Schools in Saudi Arabia

2013 ◽  
Vol 6 (7) ◽  
Author(s):  
Ahmed Ajab Al-Furaydi
Keyword(s):  
Saudi Arabia ◽  
Public Schools ◽  
Learning Readiness ◽  
Efl Teachers ◽  
E Learning

scholarly journals English Language Teaching in KSA in Response to the COVID-19 Pandemic: Challenges and Positive Outcomes

2021 ◽  
pp. 147-159
Author(s):  
Reem A. Al-Samiri
Keyword(s):  
Saudi Arabia ◽  
Foreign Language ◽  
Teaching And Learning ◽  
English Language ◽  
Language Teaching ◽  
English Language Teaching ◽  
Positive Outcomes ◽  
Contributing Factors ◽  
Efl Teachers ◽  
E Learning

The pandemic of 2020 was a watershed moment for all educators worldwide as schools and universities were forced to close their doors to avoid the spread of COVID-19. Thus, a new movement towards widespread e-learning emerged with unknown consequences for learners and educators alike. The situation in Saudi Arabia was no exception. The purpose of this study is to explore how English as a foreign language (EFL) teaching and learning at the tertiary level in Saudi Arabia was impacted negatively and positively by the move to online learning. It reviews research published since the onset of the pandemic, with a specific focus on English language teaching at Saudi universities, to analyze the challenges faced by Saudi EFL teachers and learners since the shift to e-learning. One of the biggest challenges observed was students’ lack of motivation, which upon further review was found to be linked to other contributing factors, such as technological issues, inapt learning environments, and students’ mental health. This paper also examines the unforeseen positive outcomes resulting from the digital transformation, including the benefits of the flexibility of place and time and promotion of particular language skills. The current research synthesis will help contribute to the knowledge of online English teaching in the Saudi context.

Teachers’ and Students’ Views on E-Learning Readiness in Kuwait’s Secondary Public Schools

2016 ◽  
Vol 45 (2) ◽  
pp. 202-235 ◽  
Author(s):  
Fayiz M. Aldhafeeri ◽  
Badrul H. Khan
Keyword(s):  
Public Schools ◽  
Learning Strategies ◽  
Significant Information ◽  
Learning Readiness ◽  
Initial Stage ◽  
Major Stakeholder ◽  
Teachers And Students ◽  
E Learning ◽  
Regulatory Bodies ◽  
The State Of Kuwait

This article reports on an e-learning readiness study that was carried out to assess the organizational and individual factors of the two major stakeholder groups (teachers and students) in the secondary education institutions in the State of Kuwait in order to provide significant information to the policy makers and regulatory bodies for the development of successful e-learning strategies. Data were gathered with the use of the e-learning Readiness Survey from a purposive sample of 1,314 teachers and 1,307 students. This study looks specifically at some factors at the initial stage of an e-learning introduction that can have tremendous impact on the later stages of the process. The findings from the study were instrumental in implementing successful e-learning strategies for Kuwait and will also benefit e-learning initiatives in similar institutions in other Gulf Cooperation Council countries and beyond.

scholarly journals "The role of English teachers in achieving the vision of the Kingdom 2030. "Survey: دور معلمي اللغة الإنجليزية في تحقيق رؤية المملكة 2030. "دراسة استقصائية"

2017 ◽  
Vol 1 (1) ◽  
Author(s):  
Noura Awdah Al - Zahrani
Keyword(s):  
Professional Development ◽  
Saudi Arabia ◽  
Public Schools ◽  
English Language ◽  
Future Research ◽  
Government Schools ◽  
Survey Tool ◽  
Efl Teachers ◽  
High Level

The study aimed at exploring the role of English as a Foreign Language (EFL) teachers in public schools in the Kingdom of Saudi Arabia, in achieving ‘Vision 2030’ which relates to the development of education in the EFL discipline. The study adopted the descriptive approach by utilizing a survey tool for the study which consisted of nineteen items divided into four constructs. The study sample consisted of 550 female and 450 male, Saudi government schools EFL teachers from all regions of the Kingdom. The results of the statistical analysis of the responses of the participants indicated overwhelmingly a high level of positive attitude towards professional development in the teaching of the English Language (EL), reaching 91% and a lack of statistically significant relationship between the responses of the participants towards implementing 2030 Vision through the achievement of professional development as well as working towards establishing international networking with teachers of English in various countries around the world. The results also indicated that there are still certain obstacles that may adversely affect the implementation of the vision of Saudi Arabia in 2030. Thus, the researcher has made several recommendations including conducting future research studies that will look into further areas not covered by this study.

scholarly journals Attitudes and Perceptions of Saudi EFL Teachers in Implementing Kingdom of Saudi Arabia’s Vision 2030

2017 ◽  
Vol 5 (1) ◽  
pp. 83 ◽  
Author(s):  
Nurah Oddah Ahmad Al-Zahrani ◽  
Hussam Rajab
Keyword(s):  
Professional Development ◽  
Saudi Arabia ◽  
Public Schools ◽  
English Language ◽  
Future Research ◽  
Government Schools ◽  
Survey Tool ◽  
Efl Teachers ◽  
Attitudes And Perceptions ◽  
High Level

The study aimed at exploring the attitudes and perceptions of English as a Foreign Language (EFL) teachers at public schools in the Kingdom of Saudi Arabia, in achieving the Kingdom’s ‘2030 Vision’ which relates to the development of education in general and to the EFL discipline in particular. The study adopted the descriptive approach by utilizing a survey tool for the study which consisted of nineteen items divided into four constructs. The study sample consisted of 550 female and 450 male, Saudi government schools EFL teachers from the main regions of the Kingdom. The results of the statistical analysis of the responses of the participants indicated overwhelmingly a high level of positive attitude towards professional development in the teaching of English Language (EL), reaching 91% as well as a near unanimity in the responses of the participants which was reflected in the lack of statistically significant relationship between the responses of the participants towards implementing 2030 vision through the achievement of professional development as well as working towards establishing international networking with teachers of English in various countries around the world. The results also indicated that there are still certain obstacles that may adversely affect the implementation of the vision of Saudi Arabia in 2030. Thus, the researchers have made several recommendations including conducting future research studies that will look into further areas not covered by this study.

scholarly journals Using mobile applications to teach vocabulary: Saudi EFL teachers’ perceptions

2019 ◽  
Vol 9 (1) ◽  
pp. 51-68
Author(s):  
Khalid Yahya Al-Johali
Keyword(s):  
Saudi Arabia ◽  
Public Schools ◽  
Mobile Applications ◽  
Vocabulary Learning ◽  
Vocabulary Instruction ◽  
Teachers Perceptions ◽  
Survey Paper ◽  
Efl Teachers ◽  
Instruction And Learning ◽  
Descriptive Survey

This paper aimed at investigating the potential effectiveness of using mobile applications to teach vocabulary in public schools in Saudi Arabia. It was carried out in Sabia, Jazan, Saudi Arabia in the academic year 2018. It is a descriptive survey paper done to survey EFL teachers' perspectives about using vocabulary m-applications. The sample consisted of 113 teachers. This paper depended on one instrument to collect data which is a 25-item, 5-category and closed-answer questionnaire. It addressed five questions concerning usability, motivation, collaboration, vocabulary learning and mobilebased vocabulary instruction (MBVI) versus traditional vocabulary instruction (TVI). The findings revealed that vocabulary m-applications is of great usefulness to vocabulary instruction and learning in general. The teachers considered m-applications simple and usable and preferred MBVI to TVI because of its capabilities and acceptance among students. To effectively use vocabulary m-applications, students should be well trained and classrooms should be more mobile-oriented. Also, teachers must be technically and pedagogically competent. Keywords: Mobile applications, MALL, vocabulary learning, motivation, collaboration, mobile-based vocabulary instruction.

Assessing Students' E-Learning Readiness at the University of Papua New Guinea Open College

2013 ◽  
Author(s):  
KipliJoan Minol ◽  
Yoshifumi Chisaki ◽  
Tsuyoshi Usagawa
Keyword(s):  
Papua New Guinea ◽  
New Guinea ◽  
Learning Readiness ◽  
E Learning ◽  
The University

MENGUKUR KESIAPAN (READINESS) MAHASISWA BARU UNTUK IMPLEMENTASI E-LEARNING UNIVERSITAS

2020 ◽  
Vol 12 (1) ◽  
pp. 29-35
Author(s):  
Novita Mariana ◽  
Agus Prasetyo Utomo ◽  
Rara Sri Artati Rejeki
Keyword(s):  
Focus Group ◽  
Management System ◽  
Word Association ◽  
Learning Management System ◽  
Readiness Assessment ◽  
Learning Readiness ◽  
Depth Interview ◽  
E Learning ◽  
Learning Management

Penelitian ini hanya sampai pada hasil rancangan instrument (kuesioner) untuk mengukur kesiapan (readiness) mahasiswa baru untuk implementasi e-learning Universitas Stikubank Semarang. Dasar dari perancanngan kuesioner adalah adanya  hal-hal penting dalam untuk mendapatkan informasi penting tentang kesiapan mahasiswa baru untuk implementasi e-learning Universitas. Untuk menghasilkan instrumen pengukur kesiapan e-learning yang sesuai harus dipahami terlebih dahulu konsep e-learning, kesiapan e-learning, dan penilaian kesiapan e-learning (e-learning readiness assessment). Konsep elearning yang diterapkan saat ini di Universitas Sikubank yaitu proses penyampaian materi kuliah yang meliputi penempatan materi dan interaksi antara dosen dan mahasiswa melalui Internet, yang difasilitasi oleh suatu learning management system (LMS) yang berbasis Web. Berangkat dari konsep e-learning yang diterapkan, maka dibuat studi eksploratori untuk mengetahui faktor-faktor yang menentukan kesiapan e-learning mahasiswa. Agar peneliti bisa mendapatkan pemahaman lebih jauh mengenai suatu masalah dan faktor-factor utama penentunya, dapat dilakukan penelitian yang bersifat kualitatif. Penelitian kualitatif bersifat eksploratori, tidak terstruktur, dan berdasar pada sampel yang kecil. Penelitian ini dapat dilakukan dengan mendayagunakan teknik seperti focus group (wawancara berkelompok), word association (bertanya pada responden untuk mengindikasikan respon pertama mereka pada kata-kata stimulus yang disampaikan), dan depth interview (wawancara satu-satu untuk mengetahui pikiran responden secara detil). Hasil dari suatu studi yang bersifat eksploratori sebaiknya diikuti oleh penelitian eksploratori lain atau oleh penelitian yang bersifat konklusif. Dalam studi eksploratori yang dilakukan dalam penelitian ini, teknik yang digunakan adalah Wawancara (interview).Tujuan utamanya adalah mendapatkan pengertian mendalam akan hal yang menjadi minat peneliti dengan mendengarkan sekelompok orang yang relevan dengan minat tersebut. Langkah untuk menjalankan wawancara adalah menentukan sasaran atau pertanyaan yang harus dijawab. Dalam hal ini, sasaran wawancara adalah harus dapat mengidentifikasi pandangan mahasiswa mengenai e-learning, kondisi kesiapan e-learning, dan beberapa instrument pengukur kesiapannya. Dari hasil tersebut terlihat bahwa Pada mahasiswa, faktor yang dianggap mempengaruhi kesiapan mahasiswa adalah kemampuan komputer mahasiswa, fasilitas yang disediakan universitas, dan kekuatan motivasi mahasiswa menggunakan Learning Managemen System.  

Jordanian EFL Teachers' Perceptions of the Appropriateness of Action Pack Textbooks

2006 ◽  
Vol 151 ◽  
pp. 33-56
Author(s):  
Ali Ahmad Al-Barakat ◽  
Ruba Fahmi Bataineh ◽  
Samih Mahmoud Al-Karasneh ◽  
Rula Fahmi Bataineh
Keyword(s):  
Public Schools ◽  
Developmentally Appropriate ◽  
Structured Interview ◽  
Instructional Materials ◽  
Teachers Perceptions ◽  
Textbook Series ◽  
Assessment Tasks ◽  
Wide Range ◽  
Efl Teachers ◽  
Age Appropriate

This study investigates the appropriateness of the Action Pack Textbook Series (APTS) currently taught in the first four primary stage classes in Jordanian public schools. An evaluation checklist, compiled from the literature, and a semi-structured interview were used to evaluate the content, layout, assessment tasks, teacher's book and the availability of supplementary materials. The findings support the following conclusions: Poor ratings were minimal; APTS is adaptable to the needs of both teachers and pupils and provides a broad range of resources that can be selectively integrated into the curriculum; APTS contains modes of instruction that are developmentally appropriate for a wide range of learners; APTS instructional materials are interesting, engaging and effective for the target learners; the format of the teacher's book is easy to follow, the directions for implementing activities are clear, and the teacher's book itself is flexible and allows teachers to choose from a variety of activities to use with their pupils; for the most part, non-text materials are used appropriately to promote learning; and, overall, the materials for the pupils are well written, age-appropriate and compelling in content.

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