An Investigation into Saudi Students’ Knowledge of and Attitudes towards E-resources on BBC Learning English

Alzahrani, Khalid S.

doi:10.5539/elt.v10n9p108

Cited by 2 publications

(1 citation statement)

References 8 publications

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“…Wireless Access Points (WAPs) are ubiquitous in Saudi's educational infrastructure. This is well-documented in myriad studies on technology integration into English language teaching in various classroom settings across the nation, especially in higher education (Allison, 2022;Alqarni, 2015Alqarni, , 2017Al-Shehri, 2020;Keengwe, 2020). Hence, the issues of access and equipment readiness (Chapnick, 2000) are not the points of contention in discussing Saudi educators' technology usage.…”

Section: Introductionmentioning

confidence: 86%

Exploring Digital Technology Usage among English Language Instructors at a Saudi Higher Education Institution and Validating a Hierarchical Structure of Usage Based on the SAMR Model

Buledi,

Tunku Badariah

2024

IJES

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This study examined the usage of digital technology among English language instructors at a public university in Saudi Arabia as perceived by their students and tested the notion that such usage could be ranked in hierarchical levels. The SAMR model, developed by Puentedura (2014), was employed to categorise and rank technology usage into four incremental levels, i.e., Substitution, Augmentation, Modification and Redefinition, with Substitution being the most rudimentary level and Redefinition being the highest and most sophisticated usage. A 32-item questionnaire rated on a 5-point Likert scale measuring how frequently English language instructors used technology at the four SAMR levels was developed by the authors, content-validated by six instructional technology experts and pilot-tested with 63 students prior to its use in the actual survey. Data were gathered from a survey sample of 535 Saudi learners studying English in their foundation year programme and analysed using three statistical procedures, i.e., descriptive statistics, exploratory factor analysis (EFA) and confirmatory factor analysis (CFA). The descriptive results pointed to instructors' technology usage revolving around the Substitution level of the SAMR model, indicating a predominant tendency among instructors to merely replace traditional teaching tools with digital alternatives. The EFA procedure (via Principal Axis Factoring with Promax rotation) produced conflicting results. While the extracted factor structure supported only two levels of usage, the scree plot suggested the existence of four usage levels consistent with the SAMR model. This was addressed by the subsequent CFA procedure performed on the data that confirmed the four SAMR levels, with the fit statistics indicating a good-fitting technology usage model; χ2(98) = 268.73; χ2/df = 2.74; CFI = .94; RMSEA = .078, CI: .067, .090. Sixteen out of the 32 technology usage items were successfully extracted and confirmed as the indicators SAMR’s four levels. The results corroborated previous findings that technology utilisation among English instructors is pervasive but rudimentary. They also supported the theoretical notion that technology usage can be categorised, ranked, and understood in hierarchical levels as purported by the SAMR model.

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Section: Introductionmentioning

confidence: 86%

Exploring Digital Technology Usage among English Language Instructors at a Saudi Higher Education Institution and Validating a Hierarchical Structure of Usage Based on the SAMR Model

Buledi,

Tunku Badariah

2024

IJES

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A Systematic Review of E-Learning in Teaching And Learning of Speaking Skills

Shin¹,

Yunus²

2021

IJARBSS

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In light of the progress of information and communication technology development, elearning is emerging as the paradigm of modern education. However, there is very little to none of the past systematic review that had been conducted on the users' attitudes towards e-learning and the effects of e-learning in teaching and learning of speaking skills. Therefore, the purpose of this systematic review is to synthesise the findings of studies related to users' attitudes towards e-learning and also the effects of e-learning in teaching and learning of speaking skills in any levels of education. This systematic review used 32 full-text journal articles from the year 2016 until 2020 from ERIC and JURN. Results of this review showed that the most used method in exploring the users' attitude towards e-learning and the effects of e-learning in teaching and learning of speaking skills was quantitative method. Overall, the results of this review showed that 90.9% of the users have positive attitudes towards elearning and 100% of the past studies revealed that the use of e-learning has positive effects in teaching and learning of speaking skills despite some limitations.

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An Investigation into Saudi Students’ Knowledge of and Attitudes towards E-resources on BBC Learning English

Cited by 2 publications

References 8 publications

Exploring Digital Technology Usage among English Language Instructors at a Saudi Higher Education Institution and Validating a Hierarchical Structure of Usage Based on the SAMR Model

Exploring Digital Technology Usage among English Language Instructors at a Saudi Higher Education Institution and Validating a Hierarchical Structure of Usage Based on the SAMR Model

A Systematic Review of E-Learning in Teaching And Learning of Speaking Skills

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