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 .

This paper presents a case study of students' perceptions and attitudes towards Blended Learning course in English at University of Bisha. The statement of problem that blended learning of English course annoys students at University of Bisha. Most of the students do not understand well the objectives of e learning through blended learning courses or mostly deal with the blackboard system "Learning Management System" (LMC). This paper identifies the perceptions and attitudes that blended learning provides to students' learning experiences as well as to investigate negative impressions in blended English courses from the learners' perception. This paper also outlines the concept of blended learning courses and e-learning from students' viewpoints. In this paper, the author conducted a survey through a questionnaire at University of Bisha, English department from eight levels of undergraduate program in both boys and girls colleges. There are (130) respondents enrolled in English department. The questionnaire was designed to measure the students' perceptions and attitudes towards BL. This study concludes that in general the students ' perceptions and attitudes towards BL were positive in terms of the three domains in the questionnaire. Moreover, students are encouraged to take responsibility for their own learning process. As well as learners can decide when and how to use the resources provided. This study also concludes that blended learning is as effective as face to face learning in developing and improving knowledge and skills. It reflects the students' negative impressions in some points as waste of time, easy cheating and social isolation…etc.

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

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