This study investigated the instructors’ perceived obstacles and needs in using the Internet for teaching English. Eighty-one instructors in the Department of English at Imam Mohammad ibn Saud Islamic University (IMSIU) participated in the study. This study provides data related to the teachers' perceptions concerning Internet use, areas and barriers in language teaching. The study aimed to answer two research questions. Namely, what are the perceived obstacles to implementing Internet-based English as a foreign language teaching (EFL) teaching from the viewpoint of English Department instructors at IMSIU? And what are IMSIU English Department’s instructors’ perceived needs for training in using the Internet for language teaching? A survey and a semi-structured interview were used to collect the data. The survey involved three sections; the first section enquired about whether participants’ need training on using the Internet in language teaching, the second section investigated the areas of potential training, and the last section investigated participants’ barriers in incorporating the Internet in language instruction. The interviews involved three questions for further understanding. The findings showed that the perceived obstacles include cheating in online exams, lack of knowledge in using some applications, restricted time of some applications, and making online exams. The instructors demonstrated their eagerness to training. They also perceived presentation software, creating online exams, creating teaching materials, Videoconferencing, and teaching techniques, online classroom management, managing data sources, online assessment and evaluation, and basic knowledge of using technology as very necessary. The paper recommends designing a training course that considers the obstacles and needs suggested by the EFL instructors.

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This study aims at investigating Saudi university English as a foreign language (EFL) teaching assistants’ linguistic, pedagogic and technological needs. The sample of the study involves (52) female and (32) male teaching assistants all working in the department of English language and literature at Imam Mohammad ibn Saud Islamic University (IMSIU) in the second semester of the academic year 2016-2017. The study employed a questionnaire to answer the research questions. The results demonstrated that Saudi teaching assistants are in dire need to improve their competences. Based on their responses, technological competence ranks as the most needed skill which indicates that they were willing to implement Computer Assisted Language Learning (CALL) in their classroom. The study also showed that linguistic competence was the second most needed competence while the pedagogic competence is the third most needed skill to be mastered. Saudi teaching assistants need systematic assessment of the linguistic, pedagogic and technological competences as the core criteria for success in the teaching process.

This study investigated the instructors’ perceived obstacles and needs in using the Internet for teaching English. Eighty-one instructors in the Department of English at Imam Mohammad ibn Saud Islamic University (IMSIU) participated in the study. This study provides data related to the teachers' perceptions concerning Internet use, areas and barriers in language teaching. The study aimed to answer two research questions. Namely, what are the perceived obstacles to implementing Internet-based English as a foreign language teaching (EFL) teaching from the viewpoint of English Department instructors at IMSIU? And what are IMSIU English Department’s instructors’ perceived needs for training in using the Internet for language teaching? A survey and a semi-structured interview were used to collect the data. The survey involved three sections; the first section enquired about whether participants’ need training on using the Internet in language teaching, the second section investigated the areas of potential training, and the last section investigated participants’ barriers in incorporating the Internet in language instruction. The interviews involved three questions for further understanding. The findings showed that the perceived obstacles include cheating in online exams, lack of knowledge in using some applications, restricted time of some applications, and making online exams. The instructors demonstrated their eagerness to training. They also perceived presentation software, creating online exams, creating teaching materials, Videoconferencing, and teaching techniques, online classroom management, managing data sources, online assessment and evaluation, and basic knowledge of using technology as very necessary. The paper recommends designing a training course that considers the obstacles and needs suggested by the EFL instructors.