EFL Instructors’ and Students’ Perceptions of Online Writing Instruction During the COVID-19 Pandemic

Abstract

This study identifies the benefits, difficulties, challenges, and prospects of using Moodle in writing classrooms among Saudi EFL tertiary students at Shaqra University. A sample of EFL instructors and students responded to a questionnaire of 29 five-point Likert Scale statements and 4 open-ended questions. The instructors and students viewed Moodle as an empowering tool in online writing. Moodle provided the students with feasible, accessible, and timely peer/group feedback. It created a flexible, comfortable, and student-centered learning atmosphere where the instructors and students were active in the online classroom. It also ensured interactive, smooth, and instant e-collaboration in online writing. Technical problems and Internet disconnection were the main obstacles hindering the students from sufficient interaction with their instructors and other students.

Understanding Blended Learning from Students’ Perspectives: Challenges and Opportunities in Saudi Undergraduate Settings

“…It is widely used around the world particularly in teaching and learning English as a Foreign Language (EFL) settings (Alghamdi, 2022). In the Saudi Arabian context, decision makers are constantly looking at various formats of learning and teaching integrating educational technology, including online/blended learning aiming to improve English language learners' performance (Alebaikan, 2010;Alwaheebi & Al-Qahtani, 2022). In literature, the interest of BL in advancing EFL teaching and learning process has been on the rise (Alwaheebi & Al-Qahtani, 2022).…”

“…In the Saudi Arabian context, decision makers are constantly looking at various formats of learning and teaching integrating educational technology, including online/blended learning aiming to improve English language learners' performance (Alebaikan, 2010;Alwaheebi & Al-Qahtani, 2022). In literature, the interest of BL in advancing EFL teaching and learning process has been on the rise (Alwaheebi & Al-Qahtani, 2022). Many educational environments have shown their increasing curiosity in the BL educational model around the world (Alebaikan, 2010).…”

“…The questionnaire was developed based on literature. The items of the questionnaire were adapted and modified from numerous studies of an instrument created by (Alebaikan, 2010;Alwaheebi, & Al-Qahtani, 2022) The statements in the questionnaire were stimulated from their studies and reconstructed as per the need of the current study. The questionnaire was divided into three key sections with the following: The first section focuses on collection personal information of the research participants (i.e., age, qualification, nationality, and level of education, the second section focuses on their perceptions of major challenges that they face in EFL classroom using BL approach, and the third section focuses on their perceptions of major benefits of BL approach in EFL classroom.…”

“…In the Saudi Arabian context, the use of information technology (IT) has extensively impacted the educational process of English language teaching and learning developments. Decision makers are also looking at many tools to improve language learners' performance and one of them is blended learning (Alebaikan, 2010;Alwaheebi & Al-Qahtani, 2022). Regarding the English as a foreign language (EFL) context, many studies indicated variety of factors hindered instructors from effective implementation of blended learning (BL) application in the EFL context (Ibiloye, 2021;Rianto, 2020).…”

Online ELT during the Covid-19 Pandemic. A Case Study on Students’ Perspectives

“…Scholars showed that the sudden shift to online delivery did not give sufficient time for educators to re-examine traditional activities before they moved online (Li et al 2021). Furthermore, according to recent investigations, virtual classes were characterised by more superficial interactions (Alwaheebi and Al-Qahtani 2022), and internet accessibility was an issue for many students in several countries (Nkemleke 2021;Mohamed Amin and Paiman 2022).…”